This book examines the unique characteristics of teaching foreign languages to senior learners. It discusses the potential age-related barriers and learning difficulties which may be encountered in senior foreign language education as well as solutions to overcome these challenges. The author describes the processes of human aging from different perspectives and introduces the concept of lifelong learning. The book proposes classroom practices, activities and materials that may be adopted when working with senior learners which will prove useful to teachers and teacher trainers, as well as to educational policymakers and planners. Furthermore, it describes potential modifications to educational programmes that may be introduced in order to eliminate affective barriers, making the learning material relevant and motivating, and encouraging the use of adult learning strategies.

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.

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 book theorizes shadow education as a new component of curriculum, expanding the concept of curriculum to include this type of learning. Curriculum scholars and theorists have largely disregarded shadow education as a valid topic of scholarly attention despite its massive growth worldwide. But shadow education has become a global phenomenon with ever-increasing numbers of student participants; it complements school-based curricula, in many cases going beyond. Thus, Jung and Kim argue that shadow education requires rigorous analysis by curriculum studies scholars. This volume analyzes the state and importance of shadow education in countries around the world: its representative forms and industries (private tutoring institutes, home-visit private tutoring, Internet-based private tutoring, subscribed learning programs, after-school programs), its characteristic forms in terms of curriculum, and its roles in student learning. It also explores various features of shadow education based on an eight-year ethnographic study in South Korea.

This volume focuses on resilience in educational contexts which has emerged as an important field of research, with recent investigation into resilience of school students teachers, and post-secondary students and staff. The book integrates theoretically diverse viewpoints and research advancing relevant theory. It furthermore presents interventions which aim enhancing resilience in the educational context. The interplay between more basic research and actual practice in the classroom, university or workplace enriches relevant theory and research. Each chapter includes an explanation of how resilience is conceptualized in the research and the methods used to examine resilience. The chapters also provide a description of the context in which the research was conducted and how particular aspects of context influence the resilience process. Innovative approaches to exploring resilience are highlighted as well as directions for future research.

This book represents the first extensive introduction to the emerging construct of Educational Self. The new concept describes a specific dimension of the Self, which is elaborated in the course of a person's school life and is reactivated anytime the person is involved in an educational activity, whether as a student, teacher or parent. The Educational Self (ES) approach was created by the volume editors and is currently being developed at various universities in Europe and Latin America as a way of understanding and operating in educational contexts. The book presents the theoretical framework and the empirical developments of the construct, paving the way for further applications in education. The main locations of the empirical studies are Denmark, Italy, Brazil, Portugal and Colombia, but the research network is steadily expanding to other countries, so that the concept here can be generalized to different cultural contexts. The book addresses a range of contexts and moments in school life. The editors' introduction presents the construct of ES, the opportunities for further theoretical and empirical developments of the concept, and its potential applications in educational practices. In the remainder of the volume, ES is explored for different age groups (from children to adolescents to higher education), different actors (peers, teachers, parents and their interactions), different contexts (formal education, special institutions, school-family relationships) and different phenomena (disruptive behavior, special needs, value orientation, school failure, etc.). All the studies share a qualitative idiographic approach, which is characteristic of the perspective of cultural psychology in which the ES construct was elaborated.

Learning to Teach Psychology in the Secondary School offers a comprehensive and accessible introduction to the teaching and learning of psychology. Written for trainee teachers and those new to teaching psychology, it will help you to develop your subject knowledge and gain a deeper understanding of the purpose and potential of psychology within the secondary curriculum as well as support the practical skills needed to plan, teach, and evaluate stimulating and creative lessons. Drawing on theory and the latest research, the text demonstrates how key pedagogical issues link to classroom practice and encourages you to reflect on your own learning and practice to maximise student learning. Written by experts in the field and featuring useful resources, summaries of key points and a range of tasks enabling you to put learning into practice in the classroom, the chapters cover: Using psychology to teach psychology Teaching specific areas of psychology Ethics in psychology teaching Teaching research methods Teaching the skills of evaluation, analysis and application in psychology Assessment and feedback Inclusion Using technology Career progression and professional development This exciting new addition to the market leading Learning to Teach in the Secondary School series is essential reading for all those who aspire to become an inspirational and engaging psychology teacher.

This book explores prisoners' experiences of prison education and investigates whether participation in prison education contributes to an offender's ability to desist from crime and increases social capital levels. While the link between prison education and reduced rates of recidivism is well established through research, far less is known about the relationship between prison education and desistance. The book demonstrates how prisoners experience many benefits from participating in prison education, including increased confidence, self-control and agency, along with various other cognitive changes. In addition, the book examines prisoners' accounts that provide evidence of strong connections between prison education and the formation of pro-social bonds which have been shown to play a role in the desistance process. It also highlights the links between prison education and social capital, and the existence of a form of prison-based social capital arising from the prison culture. Written in a clear and direct style, this book will appeal to those engaged in criminology, sociology, penology, desistance, rehabilitation, the sociology of education and all those interested in learning more about the positive impact of prison education on prisoners.

Weaving outwards from a centripetal force of biographical stances, this book presents the collective perspectives of literacy researchers from Brunei, China, Hong Kong, Malaysia, Singapore, the Philippines and Taiwan. It represents the first all-Asian initiative to showcase the region's post-colonial, multilingual and multicultural narratives of literacy education. This book provides a much-needed platform that initiates important conversations about literacy as a sociocultural practice in a region that is both challenged and shaped by sociocultural influence unique to Asia's historical and geopolitical trajectory. Driven by the authors' lived experiences of becoming literate as well as their empirical research work in later years, each chapter brings decades of biographical narratives and collective empirical research findings to bear. Within the book are negotiations about literacy across and within home and school contexts; transactions of literature, text and reader; and considerations of the literacy policy-practice nexus. These trajectories, while divergent in their issues, come together as shared lived experience located in local contexts considered through global perspectives. As Asia looks set to become the 21st century's new economic and labour force, the need to understand the sociocultural milieu of this region cannot be understated. This book on literacy education in Asia contributes to the larger narrative.

This book concerns the pursuit of wisdom in education, and the argument that wisdom - personified here as Sophia - is tragically marginalised or absent in current Western epistemological discourses. It includes a review of key historical and classical framings which have lost much potency and relevance as certain cultural narratives hold sway; these include the reductionist, technicist and highly instrumentalist discourses which shape the articulation and delivery of much education policy and practice, whilst reflecting similar troubling framings from broader neoliberal perspectives. Fraser argues that wisdom's marginalisation has had, and continues to have, profoundly deleterious consequences for our educative practices. Through a compelling combination of narrative and autoethnographic techniques, while also drawing on philosophical and cultural traditions, the book pushes at the boundaries of emerging knowledge, including how knowledge is generated. It will be of interest to those who facilitate the learning of adults in a variety of settings as well as to students and supervisors seeking exemplars and 'justification' for working in non-traditional ways.

Offers a systematic approach toward identifying synergies between dissertation writing and professional development and working in one's areas of comparative advantage. The author has been developing professional training programs and materials for PhD students for more than ten years and regularly teaches a course on Professional Skills for the PhD. Unique in its integration of doctoral study and professional development.

This volume traces the socialization process, professional development, career paths, and theory and research of contemporary pioneers in education and psychology. This volume contains interviews with leading scholars who are at the vanguard of teaching and learning. They shared how their childhood development influenced their theoretical paths and research endeavors and revealed their thoughts, beliefs, and experiences that made them who they are today. These scholars responded to questions pertaining to their childhood, initial interest in education and psychology, role models, research interests and major findings, future directions of their research, educational implications derived from their research, and perception of their legacy. They are real people who have had experiences like anybody else, but found homes and teachers who supported them. While in college, they found educators who mentored them. Readers will find that this volume offers them an opportunity to learn the background of contemporary pioneers in education and psychology, provides valuable sources where they can learn about how major theories developed and where they are moving, and reveals the personal anecdotes that influenced the conceptualization of contemporary theories and research. Educators and students will find that this book provides hope and a rejuvenated enthusiasm about the status of education and psychology and that they too can be leaders in their own ways.

Mobile technologies combined with an interdisciplinary approach to knowledge and organization of learning experiences that are meaningful to children could create a creative and interactive learning environment different from that of traditional teaching. Making good use of mobile learning with appropriate devices will increase the learning motivations of the students and help them bring about positive performance. Mobile Learning Applications in Early Childhood Education is a collection of innovative research on the methods and applications of mobile learning techniques and strategies within diversified teaching settings. While highlighting topics including computational thinking, ubiquitous learning, and social development, this book is ideally designed for researchers, teachers, parents, curriculum developers, instructional designers, academicians, students, and practitioners seeking current research on the application of mobile technology within child education.

Experiential Learning Design comprehensively demonstrates the key theories and applications for the design of experiential approaches to learning and training. Learning is gradually moving away from management and delivery of content, and toward experiences that encourage learners to engage and take greater responsibility for their own progress. This book's empirically sound, multi-disciplinary approach balances technical-rational and artistic-intuitive design elements to accommodate the complex, fluctuating capacities of human learning. In-depth chapters cover design principles, social and environmental factors in learning, the importance of senses and emotions, and links between body and brain. This bold, unique perspective shift will enrich the work of learning scientists, instructional designers, educational technologists, and beyond.

This book examines the role that technologies play in the lives of adults with learning disabilities. It analyses how design and support practices can be used to support access to technology in ways that can enhance opportunities and life experiences. Drawing on international literature and the author's own research, the book considers what we know about past and present practices of supporting adults with learning disabilities to use technologies. It outlines how support practices can offer opportunities to overcome digital inequalities, offering a framework of core beliefs and knowledge that can inform future initiatives. The book has a particular focus on technologies, policies, practitioner communities and the characteristics of support practice. It also highlights the potential of people with learning disabilities, the potential of technology and the potential of the environment to support technology use. This important book will be highly relevant reading for academics, researchers and post-graduate students in the field of special educational needs and disabilities, digital education and learning technologies, inclusive education and social work.

This book explores the role of students' involvement in teacher professional development. Building upon a research study whereby pupils instruct their teachers in the use of Information and Communication Technology (ICT), the author argues that using student voice in this way can result in transformational learning for all those involved. The author presents the processes and experiences of pupils taking on the role of educators as well as the experiences of the teachers receiving such professional development from their students. In doing so, he promotes the innovative use of a student voice initiative to support teaching and learning, with the overarching purpose of improving and transforming teacher-pupil relationships. This book will be of interest and value to students and scholars of pupil voice, teacher professional development and transformational learning.

We are surrounded by thousands of animals, alive and dead. They are an intimate and ever-present part of our human lives. As a society, we privilege veterinarians as experts on these animals: they are our educators and teachers in what they say, what they do, and the decisions that they make. Yet, within the field of education, there is little research on the curriculum, pedagogy, and experiences of veterinary school and students. What do veterinarians learn in veterinary school? How do their experiences during those four years shape their perceptions of animals? How do the structures, curriculum, and pedagogy of veterinary college create and influence these experiences? Learning Animals opens up this conversation through an exploration of the complicated, fascinating and often painful stories of a cohort of veterinary students as they make their four-year journey from matriculation through graduation. The book examines how the experiences of veterinary students shape how humans relate to animals, from public policy and decision-making about the environment and animals slaughtered for food, to the most personal decisions about euthanizing companion animals. The first full-length, critical, qualitative study of the perspectives of our primary teachers about animals, this will be a thought-provoking read for those in the fields of both educational research and veterinary education.

This book presents multiple cultural and contextual takes on working performances of academic/writer/thinker, both inside and outside the academy. With worldwide, seismic shifts taking place in both the contexts and terrains of universities, and subsequently the altering of what it means to write as an academic and work in academia, the editors and contributors use writing to position and re-position themselves as academics, thinkers and researchers. Using as a point of departure universities and academic/writing work contexts shaped by the increasing dominance of commodification, measurement and performativity, this volume explores responses to these evolving, shifting contexts. In response to the growing global interest in writing as performance, this book breaks new ground by theorizing multiple identity constructions of academic/writer/researcher; considering the possibilities and challenges of engaging in academic writing work in ways that are authentic and sustainable. This reflective and interdisciplinary volume will resonate with students and scholars of academic writing, as well as all those working to reconcile different facets of identity.

Learning Strategies for Sustainable Organisations explores sustainability in the context of organisational practice and its implications for learning. Based on a systems thinking approach, it provides a thorough grounding in the principles of systems thinking and tools that can be used to help implement sustainability-focused learning strategies. Increasingly, organisations are recognising the importance of adapting their practices to become more sustainable. Drawing on the Agenda 2030 Sustainable Development Goals as a framework, new knowledge, skills and attitudes are required to help provide products and services that align with changing social and ecological environments and better serve the communities of which they are a part. This book is a practical guide showing how to facilitate sustainability learning and development within organisations, explaining how to identify gaps in current practice, take into account different contexts and perspectives about what sustainability means, and evaluate results following implementation. Learning resources include chapter summaries, illustrations, reflection points, mind maps and further reading. Written by an independent performance and learning consultant with extensive experience working with international organisations, this book provides a necessary toolkit for human resource development directors, training managers, chief sustainability officers and management consultants specialising in sustainable development.

This book brings together leading scholars in the field to provide insights on economics of education. The book begins with an overview of education and human capacity development and looks at the production of education through individuals' learning, education financing, and the role of individual circumstances. It also analyses the complex relationship between education and mobility and highlights what key challenges for education systems in a global world are. Each chapter provides detailed analysis of interesting and policy-relevant topics in the fields of education economics and human capacity development. This book is a useful reference for those who wish to understand the changing landscape and models of higher education in the context of digital advances and innovation. It will also be of interest to those in the areas of education and training.

Supporting the Workplace Learning of Vocational and Further Education Teachers is written to help people understand the arrangements in a workplace that enable and constrain teacher learning - and then to do something about it. It provides an accessible, research based, and practical guide to making changes in the workplace to enable teacher learning. The book illustrates approaches to supporting workplace learning through the extensive use of vignettes from real teachers and real teaching workplaces. With a focus on mentoring as an important component of teacher learning, it introduces the concept of a trellis of practices together with approaches for developing arrangements in the workplace that support teacher learning. It also examines the spaces between the personal and the professional and how these can become Communicative Learning Spaces where professional learning occurs. The strategies and ideas provided in this book can be implemented at a whole-of-organisation, teaching department, small team, or individual level. An essential resource for Vocational Education and Training (VET) and Further Education (FE) teachers and managers, as well as others who support teacher learning in the workplace, this book is written to help make a difference.

In a contemporary media-rich society, distance education is becoming increasingly indistinguishable from mainstream traditional methods. Contemporary students, too, have greater need than ever before for education that caters to their specific needs and hectic schedules. Outlooks and Opportunities in Blended and Distance Learning investigates the impact of the digital age on various methods of distance education, such as e-learning, virtual learning, online learning, and m-learning. Researchers, educators, and students currently engaged in or looking to implement distance education principles in their own practices will find a seminal reference collection exploring new methods of offering flexibility, accessibility, and freedom to students with a variety of educational backgrounds, situations, and needs.

We may not all be born comedians, but most people are naturally humorous, says Doni Tamblyn, a comic-turned-trainer whose humorous techniques bring serious results at clients such as Chevron, Wells Fargo, and other Fortune 500 companies, universities, and government entities. While Laugh and Learn offers plenty to keep smiles on the faces of trainers and their students, it's not a collection of one-liners and knock-knock jokes. It's an enlightening and practical look at how teachers and training professionals can inject elements of entertainment, creativity, humor, and emotion into their existing methods, even when dealing with serious or technical topics. Filled with fun, challenging, and thought-provoking exercises to help readers feel more comfortable being funny, the book also provides dozens of workshop activities and techniques to introduce humor into the learning environment. Combining the latest brain studies and humor research with the author's own 23 years of experience in comedy and corporate training, Laugh and Learn is a fascinating look at what makes learners perk up, pay attention -- and remember Author Doni Tamblyn (Philadelphia, PA) is president of HumorRules, a Philadelphia-based consulting firm. She is the author of The Big Book of Humorous Training Games, a frequent speaker at training conferences, and a former stand-up comic.

The pace at which technology changes has created unique challenges in the integration of such technologies into language teaching and learning. Innovative pedagogies and strategies must be developed that adapt to these changes and accommodate future technological changes. Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning is an essential research publication that focuses on technological influences on language education and applications of technology in language learning courses including foreign and second language learning. Featuring an array of topics such as artificial intelligence, teacher preparation, and distance learning, this book is ideal for teachers, language instructors, IT specialists, instructional designers, curriculum developers, researchers, education professionals, academicians, administrators, practitioners, and students.

* Packed full of positive and reflective self-evaluations, interactive and collaborative learning methods, employer perspectives, case examples, assignment briefs and marking criteria, this is the one book that enables educators to implement multi-dimensional employability development, either embedded within curricla or as accredited and assessed modules. * SOAR enables individuals to make insightful personalised connections between Self, Opportunity, Aspirations and Results - a process which integrates personal, academic and career development as major contributors to the development of key behavioural competencies that graduate employers typically require and recruit * Educators can tailor SOAR to fit their subject disciplines or occupational fields, and enable diverse groups (e.g. international, mature or disabled students) to discover their unique strengths and development needs, to generate, test, clarify and implement their own aspirations