* Provides an accessible introduction to reflective practice * Includes practical tools and strategies to develop and record reflections * Includes scenarios, case studies and questions to help readers apply the ideas to their own practice.

Originally published in 1962, the purpose of this book was to examine the working of the educative process when it is concerned with older people; not with children, prisoners, willing or unwilling, of a system of basic education, but voluntary contractors; not green, pliable saplings, but sturdy and sometimes unbending timber - in short, adults with an outlook on life already formed, often with family responsibilities, and with a store of past experience, special interests, training, or expertise. The teaching of older people does not consist merely of the adaptation of the methods applicable to school or college to the intellectual level of those to whom time and opportunity may have given an already broad understanding, theoretical or empirical, of a variety of subjects. The teaching of adults must take full account of method, but whatever the context, is also much concerned with the interrelations between individuals in groups, and with changes in the individuals themselves. For the adult, in the main, the purpose of education is improvement; this may imply a feeling of dissatisfaction with standards already achieved or a strong determination to reach new educational goals for specific reasons connected with status or advancement. These factors often bring with them into the setting of the adult class anxieties, tensions, feelings of inadequacy, or burdens of responsibility that overshadow the learning process because of the importance of the outcome. Habits and attitudes may already have been formed that stand in the way of assimilating new patterns and techniques of learning. This book is concerned with the social and psychological factors of which account must be taken in approaching the teaching of adults. It considers methods of teaching and of learning, and proceeds to inquire into the deeper attitudinal influences at work, both in the teacher and in the student. Throughout the book theory is illustrated by the liberal use of examples. The author has also attempted to go beyond the particular to the general and to discuss the issues and principles that apply over a wide field of education and indeed of management. Thus the scope and usefulness of the book are not confined solely to the tutorial situation, but extend to those fields in which problems of group relations and leadership are to be found within the context of training or of management.

This volume brings a variety of perspectives to bear on the issue of how higher education institutions can - or should - choose students during the early part of the 21st century. Many of the contributors report on research to develop and validate potential tools to assist those responsible for admission decisions. Other contributors, however, pose broader questions about the nature of selective admissions, about institutional responses to the changing demography of those seeking to enter higher education, or about the appropriate criteria of 'success' in higher education. The volume is particularly timely because the question of how changes in admission tools and processes will affect campus diversity following the recent Supreme Court decision concerning the University of Michigan. Diversity is an important concern of all of the contributors and the chapter by Lee Bollinger--President at Michigan at the time the court cases were filed--is particularly relevant. This book brings together the research that underlies a variety of proposed approaches to improving the selection of students. Providing support for the integrity of the admissions process and the validity of new tools to help a higher education institution to select a diverse student body, this book explores the implications of the assessment component of K-12 school reform for higher education admissions practices. The diverse contributions to this volume reflect the current ferment in educational research and educational practice as institutions of higher education seek to develop a new admissions paradigm for coming decades following the University of Michigan decisions. This book is intended for those leaders and professionals who set admission policies and practices in American colleges, and graduate and professional schools, as well as for those scholars and scientists who research, develop, and validate tools for use in the process of choosing students in ways that are congruent with an institution's mission, values, and goals.

First published in 1999, this book focuses on the process of failure, when necessary with DipSW students on assessed placements. It addresses some of the difficulties and dilemmas which can occur when working with students who fail. It is written for practice teachers and their mentors and it attempts to redress the scant attention paid to this topic in practice teaching trailing. This book makes suggestions as to some ways forward on situations presented in placements where students fail. It provides activities and exercises for use with practice teachers and placement colleagues involved in managing the process.

First Published in 1998. This book examines the ideas of two of the most controversial radical heroes of adult education, Antonio Gramsci and Paulo Freire, gauging their significance for the development of a radical politics of adult education in the post-Soviet, post-apartheid new world order. Gramsci offers a noble vision of the role of adult education in the creation of revolutionary Marxist hegemony; but the cause he lived and died for has all but collapsed. Nevertheless, his distinction between common sense and good sense, his theory of the intellectual and his concept of hegemony bear scrutiny today. In Freire's pedagogy of the oppressed, the relationship between leader and followed, teacher and student, is problematic and this book questions whether his pedagogy has the liberating potential he envisioned. The author considers and rejects the linkage of Gramsci's and Freire's ideas in the adult education literature. Nonetheless, Gramsci and Freire have huge symbolic importance as radical heroes in an under-theorized and marginalised field. The study highlights a problem with the radical hero phenomenon: when individuals become icons, their ideas cease to be open, and new insights do not emerge as challenge becomes inadmissible and debate dies. While neither Gramsci nor Freire can provide us with answers, Gramsci helps us address the difficult questions of purpose and content in the politics of adult education.

Nonformal Education and Civil Society in Japan critically examines an aspect of education that has received little attention to date: intentional teaching and learning activities that occur outside formal schooling. In the last two decades nonformal education has rapidly increased in extent and significance. This is because individual needs for education have become so diverse and rapidly changing that formal education alone is unable to satisfy them. Increasingly diverse demands on education resulted from a combination of transnational migration, heightened human rights awareness, the aging population, and competition in the globalised labour market. Some in the private sector saw this situation as a business opportunity. Others in the civil society volunteered to assist the vulnerable. The rise in nonformal education has also been facilitated by national policy developments since the 1990s. Drawing on case studies, this book illuminates a diverse range of nonformal education activities; and suggests that the nature of the relationship between nonformal education and mainstream schooling has changed. Not only have the two sectors become more interdependent, but the formal education sector increasingly acknowledges nonformal education's important and necessary roles. These changes signal a significant departure from the past in the overall functioning of Japanese education. The case studies include: neighbourhood homework clubs for migrant children, community-based literacy classes, after-school care programs, sport clubs, alternative schools for long-term absent students, schools for foreigners, training in intercultural competence at universities and corporations, kominkan (community halls), and lifelong learning for the seniors. This book will appeal to both scholars of Japanese Studies/Asian Studies, and those of comparative education and sociology/anthropology of education.

"Talking About Literacy" re-examines dominant notions of what literacy is and challenges the reactive solution to the issue of simply teaching the illiterate basic reading and writing skills. The subject of literacy contains enormous emotional and political associations, and the job of literacy educator often involves changing attitudes and challenging prejudices. Adult literacy education means not only teaching courses in "basic skills," or "language support," but also designing strategies which encourage people to see that these courses may meet their own interests--and educating them and others to rethink their own negative attitudes toward "illiteracy."
This book looks in detail at five principles which Jane Mace suggests are central to the education of people who often can read, but wish they could read better; or who can technically write, but have a desire to do so with more expression and coherence. These principles focus on five themes: "context, inquiry, authorship, equality" and "community," which take seriously the view that adult students are writers as well as readers, and that they have an entitlement to be read, as well as to read others.
"Talking About Literacy" relates a set of ideas about literacy and learning to a range of examples from adult education and training, addressing the social contexts in which people read and write, whether for recreation or for academic and vocational purposes. While addressed primarily to those educating adults in the critical and confident use of reading and writing, this book will also be of interest to anyone who wishes to examine underlying assumptions about literacy and illiteracy.

What causes young people to offend? What influence do schools have on young peoples' offending behaviour in relation to other possible causal factors? These critical criminological and educational questions are addressed in Schools and the Problem of Crime. The book examines the causes of offending in the school context among 3,103, male and female, Year 10 pupils (age 14-15), in twenty state schools in Cardiff. The findings of one of the largest empirical studies of its kind in the UK are used to examine the role of schools, family background, neighbourhood, young peoples' social situation and dispositions, and lifestyles on pupils' offending behaviour. Critically, the interplay and relationships between these causal factors are disentangled in gaining a greater understanding as to why some young people offend in the school context and why some young people do not, as well as examining why some schools experience higher offending rates than others. The book employs an integrative analytical approach which is theoretically led. Through gaining an understanding of the factors that cause young people to offend it is envisaged that future crime prevention strategies can be better informed and targeted. major contribution to understanding youth crime and delinquency on basis of major Cambridge University research study focus on lifestyle factors important policy implications

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 explores how changes in the new world economy are affecting the education of male and female workers. Authors from Australia, Africa, Brazil, Europe, North America, and South Korea use methodologies--such as literature reviews, case studies, legislative analysis, evaluations of model delivery systems, and demographic profiles--to examine the current efforts of a number of nations around the world to transform vocational education and training (VET) programs into gender equitable institutions where female students are able to obtain skills necessary for successful and economically viable lives. The cross-national perspectives in this volume illuminate the meaning of VET equity theory and practice in the new economy. Gender equity in education is constructed differently from place to place depending on a variety of factors, including economic development and cultural traditions. Starting from this understanding that gender and culture are multifaceted, historically situated, and constructed around dominant economic and institutional structures, class identities, and social positions, as well as discursive practices, the book addresses central questions, such as: *What roles do schools play in the global economy? *Is there a parallel between an increasingly globalized economy and a viable universal concept of education for work? *What is the effect of a nation's financial condition, political system, and global economic posture on its training policies? *Are educational equity issues heightened or submerged in the new economy? The comparative perspective helps readers to more clearly analyze both tensions that arise as capitalist changes in the new economy are contested, resisted, or accommodated--and the impact upon education. In the Afterword, the editors identify overarching themes emerging from the volume and illuminate various comparative perspectives on gender and the new economy. Globalizing Education for Work: Comparative Perspectives on Gender and the New Economy brings together important information and analysis for researchers, students, and teachers in education, women's studies, and sociology; for vocational education and training professionals; and for policymakers and policy analysts in governmental and nongovernmental organizations. It is well suited as a text for a range of graduate courses in the fields of comparative and international education, politics of education, vocational educational policy, gender and education, and sociology of education.

This book aims to isolate specific success factors for underrepresented minorities in undergraduate engineering programs. Based on a three-phase study spearheaded by the National Action Council for Minorities in Engineering, the findings include evidence that hands-on exposure to problem-based courses, research, and especially internships are powerful catalysts for engineering success, and that both college adjustment and academic skills matter, in varying degrees, to minority success. By encompassing an unusually large number and range of programs, this research adds to the evidence base for the importance of hands-on exposure to the work of engineering.

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.

This book documents the creation and evaluation of the Al Manaahil television series, which set out to teach Arabic language and reading skills to Arab children of elementary-school age. It also discusses the economics of television in education.

Faculty and staff in higher education are looking for ways to address the deep inequity and systemic racism that pervade our colleges and universities. Pedagogical partnership can be a powerful tool to enhance equity, inclusion, and justice in our classrooms and curricula. These partnerships create opportunities for students from underrepresented and equity-seeking groups to collaborate with faculty and staff to revise and reinvent pedagogies, assessments, and course designs, positioning equity and justice as core educational aims. When students have a seat at the table, previously unheard voices are amplified, and diversity and difference introduce essential perspectives that are too often overlooked.In particular, the book contributes to the literature on pedagogical partnership and equity in education by integrating theory, synthesizing research, and providing concrete examples of the ways partnership can contribute to more equitable educational systems. At the same time, the authors acknowledge that partnership can only realize its full potential to redress harms and promote equity and justice when thoughtfully enacted. This book is a resource that will inspire and challenge a wide variety of higher education faculty and staff and contribute to advancing both practice and research on the potential of student-faculty pedagogical partnerships. Presenting a conceptual framework for understanding the various epistemological, affective, and ontological harms that face students from equity-seeking groups inpost secondary education, Promoting Equity and Justice Through Pedagogical Partnership applies this conceptual framework to current literature in partnerships, highlighting the promise of partnership as the way to redress these harms. The authors ground both the conceptual framework and the literature review by offering two case studies of pedagogical partnership in practice. They then explore the complexities raised by their framework, including the conditions under which partnerships themselves may risk reproducing epistemic, affective, or ontological harms. Applying the framework in this way allows them to propose strategies that make it more likely for these mediations to be successful. Finally, the authors focus on the future of pedagogical partnership and share their perspectives on new directions for inquiry and practice. After summarizing the overarching themes developed throughout the book, the authors leave the reader with a set of questions and recommendations for further inquiry and discussion.

The outbreak of the COVID-19 pandemic has created challenges and opportunities for both teachers and students. In many countries, online teaching was something new, never experienced before. Therefore, everyone had to start from scratch. The articles in this proceeding provide the experiences, challenges, and strategies that L2 teachers and students had during the recent emergency remote teaching. Four main themes were covered: 1) online L2 learning curriculum and materials development, 2) L2 learning and acquisition in a virtual learning environment, 3) online L2 testing, assessment, program evaluation, and 4) teacher and students' critical reflections on online L2 teaching and learning practices. Written by L2 teachers and teacher educators, we dedicate this proceeding to all L2 teachers and teacher educators who continue trying to maintain high-quality L2 education during and post-pandemic.

It is now widely accepted that organizational maturity is dependent on being able to reorganize on a continuous basis and learn faster and more effectively than your competitors. Organizations that want to be sure they are competing at the highest level need clear indicators that their organizational learning and development capability is fully functional. This new book by Paul Kearns focuses on the need for an evidence-based approach to learning and development, bringing together the author's extensive knowledge of HRM and organizational learning with new developments in the field. The book demonstrates how evidence evaluation can improve professionalism in organizational design and development, showing that this approach can create value not just for shareholders, but for employees and society as a whole. Organizational Learning and Development: From an Evidence Base is the perfect book for postgraduate students studying on evidence-based HRM courses and for the reflective learning and development practitioner.

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.

"

Communication in Instruction: Beyond Traditional Classroom Settings explores the various challenges we face when trying to teach others in various contexts beyond traditional classroom settings, as well as the possible strategies for overcoming them. Instructional communication is a research field that focuses on the role communication plays in instructing others. Although many resources focus on effectively instructional communication strategies within a traditional classroom setting, this book expands the scope to include diverse settings where instructional communication also occurs (e.g., risk and crisis situations, health care contexts, business settings), as well as new directions where instructional communication research and practice are (or ought to be) headed. Whether we are trying to teach a youngster to ride a bike, to help a friend evaluate the claims made on an advertisement, or to conduct a safety drill with colleagues in the workplace, we are engaging in instructional communication. If we want to do so effectively, however, we need to equip ourselves with best practice tools and strategies for doing so. That is what this book is intended to do. In it, you will read about how to teach advocacy to health care practitioners, guide others to become socialised in a new workplace setting, employ strategies for teaching digital media literacy to nondigital natives, and use artificial intelligence (AI) and robots when instructing and engaging strategies for instruction around socially relevant issues such as religion, politics, and violence. Together, they point to some of the ways instructional communication scholarship may be used to explore and inform best practices across communication contexts. The chapters in this book were originally published in Communication Education.

The new edition of the authoritative book in the field of adult education -- fully revised to reflect the latest research and practice implications. For nearly three decades, Learning in Adulthood has been the definitive guide in the field of adult education. Now in its fourth edition, this comprehensive volume is fully revised to reflect the latest developments in theory, research, and practice. The authors integrate foundational research and current knowledge to present fresh, original perspectives on teaching and learning in adulthood. Written by internationally-recognized experts, this market-leading guide draws from work in sociology, philosophy, critical social theory, psychology, and education to provide an inclusive overview of adult learning. Designed primarily for educators of adults, this book is accessible for readers new to adult education, yet suitably rigorous for those more familiar with the subject. Content is organized into four practical parts, covering topics such as the social context of adult learning, self-directed and transformational learning, postmodern and feminist perspectives, cognitive development in adulthood, and more. Offering the most comprehensive single-volume treatment of adult learning available, this landmark text: Offers a wide-ranging perspective on adult learning Synthesizes the latest thinking and work in the field Includes coverage of the sociocultural perspectives of adult learning Explores the broader social implications of adult education Learning in Adulthood: A Comprehensive Guide, 4th Edition is an indispensable resource for educators and administrators involved in teaching adults, as well as faculty and students in graduate programs in adult education.

This book has two purposes: first to argue that there is a greater need now than ever before for liberal adult education for the working class. Such provision would both help to ameliorate the gross inequalities of our society and provide some counter-balance to the increasingly utilitarian and vocational orientation of post-school education. Secondly, the book aims to describe and analyse in some detail the community-based programme for various disadvantaged working class groups that has been developed by a British Pioneer Work team concerned with adult continuing education. The methods, objectives and overall practice described in this case study are of relevance to those working in all sectors of adult and community education. This book is edited by two members of staff concerned with Pioneer Work development from the outset, and the contributors include other members of the Pioneer Work team of lecturers and researchers.

Originally published in 1954, this is the first full-length account of the history of the Working Men s College in St.Pancras, London. One hundred and fifty years on from its foundation in 1854, it is the oldest adult educational institute in the country. Self-governing and self-financing, it is a rich part of London s social history. The college stands out as a distinctive monument of the voluntary social service founded by the Victorians, unchanged in all its essentials yet adapting itself to the demands of each generation of students and finding voluntary and unpaid teachers to continue its tradition.

"

The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday concerns and problems of practitioners, they emphasize the importance of practical knowledge. Their definition of practice is wide, and includes the generation of theory and the doing of research as well as front-line teaching. They show how notions of adult learning and the adult learner have been constituted mainly through theory and research in psychology and sociology, and examine action research as a mode of understanding. They conclude by looking at the curriculum implications for the teaching of adult education as reflective practice."

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.

Criminal Justice Internships: Theory Into Practice, Tenth Edition, guides the student, instructor, and internship site supervisor through the entire internship process, offering advice and information for use at the internship site as well as pre-planning and assessment activities. With increasingly more programs offering or requiring internships, the need for guidance is answered by McBride's counsel, offering students a means of enhancing their credentials and gaining a foothold in a competitive job market. Divided into four sections Pre-internship Considerations, Professional Concerns, The Role of the Organization, and Assessment and Career Planning this book offers resources to enrich the student's experience and lay the foundation for future professional success. Students learn basics such as choosing an internship site at either a public agency or a private firm, resume-writing techniques, effective use of social networks, interviewing skills, and the importance of setting and developing goals and assessing progress. The book serves as a reference tool for professors and supervisory personnel who assist and supervise students during their internships. Suitable for all Criminal Justice, Justice Studies, Financial Crimes and Cybersecurity Investigations, and Pre-law undergraduate programs, Criminal Justice Internships is also useful in Social Sciences programs with a service-learning component.

Faculty and staff in higher education are looking for ways to address the deep inequity and systemic racism that pervade our colleges and universities. Pedagogical partnership can be a powerful tool to enhance equity, inclusion, and justice in our classrooms and curricula. These partnerships create opportunities for students from underrepresented and equity-seeking groups to collaborate with faculty and staff to revise and reinvent pedagogies, assessments, and course designs, positioning equity and justice as core educational aims. When students have a seat at the table, previously unheard voices are amplified, and diversity and difference introduce essential perspectives that are too often overlooked.In particular, the book contributes to the literature on pedagogical partnership and equity in education by integrating theory, synthesizing research, and providing concrete examples of the ways partnership can contribute to more equitable educational systems. At the same time, the authors acknowledge that partnership can only realize its full potential to redress harms and promote equity and justice when thoughtfully enacted. This book is a resource that will inspire and challenge a wide variety of higher education faculty and staff and contribute to advancing both practice and research on the potential of student-faculty pedagogical partnerships. Presenting a conceptual framework for understanding the various epistemological, affective, and ontological harms that face students from equity-seeking groups inpost secondary education, Promoting Equity and Justice Through Pedagogical Partnership applies this conceptual framework to current literature in partnerships, highlighting the promise of partnership as the way to redress these harms. The authors ground both the conceptual framework and the literature review by offering two case studies of pedagogical partnership in practice. They then explore the complexities raised by their framework, including the conditions under which partnerships themselves may risk reproducing epistemic, affective, or ontological harms. Applying the framework in this way allows them to propose strategies that make it more likely for these mediations to be successful. Finally, the authors focus on the future of pedagogical partnership and share their perspectives on new directions for inquiry and practice. After summarizing the overarching themes developed throughout the book, the authors leave the reader with a set of questions and recommendations for further inquiry and discussion.