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

Critical stories are narratives that recount the writer's experiences, situating those experiences in broader cultural contexts. In this volume of Critical Storytelling, marginalized, excluded, and oppressed peoples share insights from their liminality to help readers learn from their perspectives on living from behind invisible bars. Female inmates at Decatur's Correctional Center and the undergraduate Millikin University students who worked with them come together to give voice to their specific histories of living from behind invisibile bars and pose important questions to the reader about inciting change for the future. Specifically, the voices in this volume seek to expose, analyze, and challenge deeply-entrenched narratives and characterizations of incarcerated women, whose histories are often marked by sexual abuse, domestic violence, poverty, PTSD, a lack of education, housing insecurity, mental illness, and substance addiction. These silenced female inmate voices need to be heard and contextualized within the larger metanarrative of prison literature. Through telling critical stories, these writers attempt to: sustain recovery from trauma, make positive changes and informed decisions, create a real sense of empowerment, strengthen their capacity to exercise personal agency, and inspire audiences to create change far outside the reaches of physical and metaphorical bars. Contributors are: Anonymous, Soren Belle, Megan Batty, Dwight G. Brown, Jr., Sandra Brown, Kathryn Coffey, Kelly Cunningham, Paiten Hamilton, Kathlyn J. Housh, Rebekah Icenesse, Kala Keller, Jelisa Lovette, Bric Martin, Amanda Minetti, Laura Nearing, Angie Oaks, Claire Prendergast, Cara Quiett, J. M. Spence, Noah Villarreal and Alisha Walker.

Adults use mathematics extensively in work even though they may deny it or dismiss their numerate behaviour as common sense. Their capacity for mathematics is invisible to them and confirms their 'non-maths person' self-perception, which has negative consequences for their life choices. In Adults, Mathematics and Work, the authors tackle and explain a number of paradoxes related to the curious relationship between adults and mathematics. It operationalises the benefits of workplace doctoral research by providing a set of the tools to review this mistaken self-perception in order to make workers' abilities available for development. It also provides a systematic way of uncovering and recognising informal and non-formal learning to support employability and re-employability in an increasingly fluid work-landscape.

This book is a reference for administrators and educators at institutions of higher learning who are thinking about taking serious steps to link their educational mission to helping their surrounding communities. Various research findings across the disciplines in higher education about integrating community engagement in traditional coursework are presented. This book provides a multi-disciplinary and multi-method approach to both incorporating and studying the effects of community engagement (service learning) in the curriculum. Multiple departments, from Kinesiology to Sociology, as well as various types of classes (undergraduate, graduate, online, face-to-face, traditional, international) are represented here. Both qualitative and quantitative work is included. Methods involved include interviews, case studies, reflections, and surveys. One chapter also uses longitudinal data collection to address the overall effect of engaging in community engagement during the undergraduate college experience. If you are not sure how to study the effects of community engagement on students at your university, this book is for you.

Culturally relevant approaches to teaching, such as using music that is culturally relevant to the children in a classroom, has fostered positive social and academic outcomes. By connecting a student's home culture to their classroom culture, meaningful relationships can form. However, many teachers do not have adequate support to guide them as they aspire to reach their diverse students. Evidence-Based Approaches to Becoming a Culturally Responsive Teacher: Emerging Research and Opportunities is a critical scholarly resource that delves into the conceptualizations and belief systems that drive culturally relevant teachers to teach and learn in ways that produce favorable outcomes for all children. Additionally, it prompts and promotes scholarship that allows teachers to become critically reflective and conscious of their teacher identity, beliefs of children, educational beliefs, teaching/learning approaches, and personal/professional development. Highlighting topics such as learning outcomes, pedagogy, and teacher preparation, this book is ideal for academicians, researchers, educators, administrators, and education students.

Strong leadership is the cornerstone of advancement. Nowhere is this more important than the field of education, where students undergo training to effectively overcome obstacles and challenges, whether in the classroom or in the workforce. Cases on Leadership in Adult Education highlights real-world examples of students inspired and invigorated to higher levels of achievement in both their professional and academic lives, as well as instances of leadership gone wrong and examples of what not to do when put in charge of an organization. Featuring case studies covering a wide range of disciplines, this book is a valuable resource for instructors of adult education in universities and community colleges, practitioners in the education field, adult students of various backgrounds, and mangers or leaders seeking improvement within their respective organizations. This authoritative reference source features chapters on a broad scope of education and training issues including, but not limited to, agricultural training, leadership styles, lifelong learning, management issues, poverty reduction, rehabilitation programs, trends in teaching culture, and vocational training.

Improving Professional Learning through In-House Inquiry shows how to identify the Continuous Professional Development (CPD) needs of an individual or team and then to meet those needs through carrying out specific inquiry within the organisation. Middlewood and Abbott demonstrate how the most effective professional learning occurs when the the needs of an organisation are identified at all levels and provide clear support for following this approach. The authors also show that effective student involvement is key because it clearly links CPD with the ultimate aim: to meet students' learning needs. Examples of how this has been achieved successfully in schools and colleges are drawn on throughout, showcasing a variety of settings in various countries. Four extended case studies from different types of educational institutions are provided to illustrate learning journeys.

The purpose of this book is to serve as a guide for designing, developing, and teaching learner centered online courses and/or modules of instruction. Chapter 1 provides an introduction to online education. Chapter 2 provides information on the resources and support needed to teach and learn in an online environment. Chapter 3 provides information and considerations in regards to the online learner. Chapter 4 provides information on the domains of learning. Chapter 5 provides information on learning outcomes and instructional objectives. Chapter 6 provides information on online course interaction. Chapter 7 provides information pertaining to assessment and grading rubrics. Each chapter of the book includes an application exercise. This book will assist the reader in understanding the important factors in regards to online education. This book would also provide the foundational information, tools, and resource information needed to design, develop, and teach a learner centered online course or modules of instruction. This book would be a valuable resource for any educator interested in teaching online and for those who may already by teaching online. Educators in a variety of areas wishing to learn more about online teaching, course design, and course development could benefit from this book. This book could also serve as a text book for undergraduate and graduate courses related to online teaching, course design, and course development. This book could also serve as an administrative resource and guide for programs developing online courses and for faculty training and professional development purposes.

Learner-Centred Education for Adult Migrants in Europe: A Critical Comparative Analysis contributes to the field of Adult Education by investigating the ways in which Learner-Centred Education (LCE) is being enacted, implemented or neglected in specific settings. The book addresses the lack of research on how LCE is used in adult education as a tool for social change across different national contexts. This comparative approach is crucial for exploring the complex global, regional, national and local dynamics that account for varying implementations (or non-implementations) of LCE in different settings, for appreciating the thin or wide differences in practices of implementation, and for assessing the successes, failures and needs for improvement of diverse LCE programmes. The book's primary focus on migration as a social process, and migrants as active citizens is useful in unravelling the convergences and divergences of different national and urban settings where migrant adult learners live as citizens, or as non-citizens, and how this intersects with their experiences as learners. This research is contextualised in a larger political context. What emerges from the parting reflection is a European scenario marked by ambivalent and contradictory relations with migrants, and an educational intervention that is located somewhere between the assimilationist-integrationist dialectic. The four cases presented (Estonia, Malta, Scotland and Cyprus) generally respond to the learners' needs on the ground while rarely problematising the ideological stance of the state in relation to the educational plight of migrants. The final chapter introduces and elaborates on a new concept, Emancipatory LCE, to help generate a deeper analysis.

When we embark on a journey, every action revolves around the destination. Of course, not all trips are smooth sailing. We inevitably hit distractions, obstacles, and detours. These challenges threaten to blow us off course, but when we stay focused on the destination rather than the barriers, we can move forward. The same is true in education. Barriers to effective teaching are neither permanent states nor character traits. Rather, they are temporary challenges successful coaches help teachers overcome by connecting them with the right methods and keeping them focused on the destination. In Compassionate Coaching, Kathy Perret and Kenny McKee identify the six most vexing challenges teachers face-lack of confidence, failure, overload, disruption, isolation, and school culture challenges-and the six corresponding ways that coaches can help teachers surmount them, dubbed the compassionate coaching focus areas. Coaching with compassion is a process focused on partnership, empowerment, prioritization, routine, connection, and openness. Done well, it can result in transformational improvements to student achievement and teacher work satisfaction. In some cases, it can even shift the trajectory of whole schools. Roadblocks and detours can get in our way when we are coaching just as they can during any journey. Instead of grumbling about the setbacks, we can open our eyes to the possibilities of a new and better route. That's what compassionate coaching offers. Let's go!

'Tense and intimate... an education.' Geoff Dyer 'Written with sensitivity and humanity... a remarkable insight into prison life.' Amanda Brown 'Authentic, fascinating and deeply moving.' Terry Waite 'Enriching, sobering and at times heartrending... a wonder' Lenny Henry __________ Can someone in prison be more free than someone outside? Would we ever be good if we never felt shame? What makes a person worthy of forgiveness? Andy West teaches philosophy in prisons. Every day he has conversations with people inside about their lives, discusses their ideas and feelings, and listens as they explore new ways to think about their situation. When Andy goes behind bars, he also confronts his inherited trauma: his father, uncle and brother all spent time in prison. While Andy has built a different life for himself, he still fears that their fate will also be his. As he discusses pressing questions of truth, identity and hope with his students, he searches for his own form of freedom too. Moving, sympathetic, wise and frequently funny, The Life Inside is an elegantly written and unforgettable book. Through a blend of memoir, storytelling and gentle philosophical questioning, it offers a new insight into our stretched justice system, our failing prisons and the complex lives being lived inside. __________ 'Strives with humour and compassion to understand the phenomenon of prison' Sydney Review of Books 'A fascinating and enlightening journey... A legitimate page-turner' 3AM

"Good lesson plans have an almost mysterious power; they declare that all information can be interesting, that every skill acquired broadens our potentials to make a better world, and that all impassioned activity leads to learning. Our best teachers have shown us over and over that life is not a struggle against boredom and compliance; it is a wonder to be apprehended. Every bit of SEL you can integrate into your planning will not only begin to heal the wounds of passivity, racism, and inequity, but also give students an experience today, in your classroom, of that better world." Jeffrey Benson draws from his 40-plus years of experience as a teacher and an administrator to provide explicit, step-by-step guidance on how to incorporate social and emotional learning (SEL) into K-12 lesson planning-without imposing a separate SEL curriculum. The book identifies SEL skills in three broad categories: skills for self, interpersonal skills, and skills as a community member. It offers research-based strategies for seamlessly integrating these skills into every section of lesson plans, from introducing a topic in a way that sparks students' interest, to accessing prior knowledge, providing direct instruction, allowing time for experimentation and discovery, using formative assessment, and closing a lesson in a purposeful rather than haphazard manner. In addition to practical advice on lesson planning that can lead to improved student motivation and achievement, Benson offers inspiration, urging both new and veteran teachers to seize every opportunity to develop caring, joyful communities of learners whose experiences and skills can contribute to a better, more equitable world both inside and outside the classroom.

In far too many classrooms, the emphasis is on instructional strategies that teachers employ rather than on what students should be doing or thinking about as part of their learning. What's more, students' minds are something of a mysterious ""black box"" for most teachers, so when learning breaks down, they're not sure what went wrong or what to do differently to help students learn. It doesn't have to be this way. Learning That Sticks helps you look inside that black box. Bryan Goodwin and his coauthors unpack the cognitive science underlying research-supported learning strategies so you can sequence them into experiences that challenge, inspire, and engage your students. As a result, you'll learn to teach with more intentionality-understanding not just what to do but also when and why to do it. By way of an easy-to-use six-phase model of learning, this book: Analyzes how the brain reacts to, stores, and retrieves new information. Helps you ""zoom out"" to understand the process of learning from beginning to end. Helps you ""zoom in"" to see what's going on in students' minds during each phase. Learning may be complicated, but learning about learning doesn't have to be. And to that end, Learning That Sticks helps shine a light into all the black boxes in your classroom and make your practice the most powerful it can be. This product is a copublication of ASCD and McREL.

The "ideal" 21st century teacher in public schools has a keen understanding of the racialized history of education and has already taken a critical stance regarding that history. This teacher is a changemaker and able to create classroom conditions that enable children and youth to be changemakers as well. In order to convert teachers into this ideal educator, alternative professional development must be undertaken that has as its goal the transformation of teachers and teachings for the eventual transformation of classroom environments and educational experiences, particularly for students of color. Unfortunately, such transformative teacher professional development has been in short supply in the age of high-stakes standardized testing and the deprofessionalization of the teaching profession. Anti-Racist Professional Development for In-Service Teachers: Emerging Research and Opportunities is a crucial reference book that addresses the historical, sociological, and pedagogical background concerning racial issues in education and proposes an alternative model for professional development as a tool for transforming schools and teachers to be critically sensitive and become changemakers. The book includes data from the author's national survey of teacher professional development, examples of assignments, teacher work products, and the author's self-critique/reflections, which draw upon 20 years of working to transform teachers and teaching on how to improve outcomes. The book also presents composite profiles of P-12 teachers such as the transformations of teachers who already "knew it all," the new teacher at a punitive public charter school with high turnover, teachers who take leadership within the school and in the larger community, and teachers who significantly changed their practice for the long-term. Moreover, the authors offer policy recommendations for funding and designing teacher professional development experiences that meet the needs of professional teachers who intend to stay in the field of education, provide immediate impact on students, and that engage all students to become critical changemakers. As such, this book is ideal for teachers, educational leaders, administrators, policymakers, academicians, researchers, and students.

The use of digital, Web-based simulations for education and training in the workplace is a significant, emerging innovation requiring immediate attention. A convergence of new educational needs, theories of learning, and role-based simulation technologies points to educators readiness for e-simulations. As modern e-simulations aim at integration into blended learning environments, they promote rich experiential, constructivist learning. Professional Education Using E-Simulations: Benefits of Blended Learning Design contains a broad range of theoretical perspectives on, and practical illustrations of, the field of e-simulations for educating the professions in blended learning environments. Readers will see authors articulate various views on the nature of professions and professionalism, the nature and roles that various types of e-simulations play in contributing to developing an array of professional capabilities, and various viewpoints on how e-simulations as an integral component of blended learning environments can be conceived, enacted, evaluated, and researched.

Once considered the traditional approach to education, brick and mortar institutions are no longer the norm due to e-learning technologies. Populations are turning into ubiquitous human beings, and educational practices are reflecting this change. E-Learning 2.0 Technologies and Web Applications in Higher Education compiles the latest empirical research findings in the area of e-learning and knowledge management technologies assessment. Highlighting specific comparisons and practices of e-m-learning and knowledge management technologies, this book is an essential guide for professionals and academics who want to improve their understanding of the strategic role of e-learning at different levels of the information and knowledge society.

For at least the last 100 years, more than 40% of all students who enrolled in American colleges and universities have not persisted to graduation at four-year institutions. Their stories are varied, but in every case, something got in the way of that pursuit. Life happened. They became one of the nearly 36 million Americans who have some college but no degree. For many, the stigma of not finishing college is a closely held secret that weighs heavily as they discuss, engage, and compete to meet the challenges of the workforce in the 21st century. Some weren't ready at age 18 for the focus and commitment that academic studies require. Others found opportunities to create income and meet immediate familial needs or requirements. Many have excelled despite their lack of a college credential. Contrary to the deficit mindset that often permeates the retention and persistence discourse, this book highlights the stories of those who successfully returned to what was left unfinished. The stories here may challenge your assumptions. These are high-quality students who demonstrated a compelling and inspiring commitment to their education, begun long ago and now completed-in some cases decades later. As you read, don't miss the role that engaged advisors, supportive family members, and well-designed programs such as prior learning assessment played in helping students to the finish line. These narratives also demonstrate that it is time for institutions of higher education to imagine and embrace new ways of serving these students well.

A volume in Lifespan Learning The communication and technology revolution presents each age group of adults with new expectations for learning. This book describes how education for young adults (20 to 40 years of age), persons of middle age (40 to 60 years of age) and older adults (age 60 +) can be differentiated to fulfill changing role demands emerging in response to social transformation. Developmental tasks for a society of longevity are defined including why youth should be seen as essential sources of learning for adults. Themes for each generation are school, work, family, and personal identity. The way to ensure consideration of cultural evolution and cultural preservation is for intergenerational communication to become a common obligation. Reliance on age-segregated communication is popular and comfortable because peer conversations have greater agreement and less uncertainty. However, this practice prevents reflection on views regarded as important by other age groups. When greater amounts of time are devoted to intergenerational dialogue, the usual outcomes are reciprocal learning, mutual respect, and harmony. This book identifies and elaborates the conditions of learning needed to motivate an age-integrated society. This book is for several audiences. Faculty and students studying development will find insights on learning at successive ages. Counselors will learn about client needs across the full age range of adulthood. Social service providers will recognize transition in family relationships. Nurses and administrators will discover ways to help assisted living residents maintain mental abilities and build social networks. General readers will understand ways to improve life for relatives, friends, co-workers, and themselves.

This book examines themes from adult students in higher education: dispositional characteristics, situational barriers to academic success, and how institutional policy and procedures create obstacles for these non-traditional learners. While much has been written in the peer-reviewed literature about adult students, a commonly missing perspective is that of the students. In this book, adult learners write about their own conditions and contexts, bringing to light the gaps in institutional support for this growing community. The rich narratives, case studies, and comprehensive reviews within chapters highlight the unique implications faced by this student population, and provide first-hand accounts on which institutions can acknowledge, value, and facilitate change for an evolved, equitable, and elevated educational experience. Contributors are: Lucas Allen, Sandra Becker, Keith Burn, Adele Chadwick, Kathleen Clarke, Daniel Cleminson, Geremy Collom, Amy De Jaeger, Natalie Dewing, Lori Doan, Eli Duykers, Susan E. Elliott-Johns, Angelina Evans, Melanie Extance, Margaret Greenfields, Leahann Hendrickse, Troy Hill, Sophie Karanicolas, Rahul Kumar, Cobi Ladner, Beth Loveys, Dorothy Missingham, Barbara A.Nicolls, Katia Olsen, Sarah O'Shea, Julie Podrebarac, Carmen Rodriguez de France, Rebecca Rochon, Selina Sharma, Nicola Simmons, Matthew Slater, Sherrie Smith, Cathy Snelling, Cathy Stone, Ashleigh Taylor, Preeti Vayada, Monica Wice and Sinead Wright.