China is experiencing an unprecedented phenomenon: breakneck industrialization on a scale and at a pace not seen before. It is trying to achieve in just a few decades what Western nations took more than a century to do. The arrival in the country's cities of tens of millions of rural dwellers, at most semi-skilled, has put huge strain on the country's system of vocational education, known as TVET. How have the Chinese authorities and their education administrators responded? Is China's TVET system adapting to the rapidly evolving needs of its industry? Using the province of Yunnan as a subject, this detailed case study is a closely argued and sanguine analysis of the operation of TVET in China. The authors deployed a set of internationally comparable criteria to offer a searching assessment of current performance, at the same time documenting areas of strength and weakness. The question the authors' methodology answers is how well China's TVET system is performing compared to technical and vocational education structures in other countries. In fact, they discover that in Yunnan, a province representative of the challenges faced nationwide, much has indeed been done, from a wholesale overhaul of programs to make them relevant to industry requirements, to major investment in infrastructure. Teacher training has been reformed, and take-up of professional master's and doctoral courses has been encouraged. Joint initiatives with bodies such as UNESCO have improved training and vocational education at high school level.

While there is a strong international history of such comparative evaluations, which are essential for policy makers to benchmark their administration, few studies have included China despite the enormous amount of value that can be learned from that country's experience. This work will provide vital material for researchers, governments and development agencies alike.

Reputation can be a pivotal factor to potential success throughout one's academic career. By utilizing available technological assets and tools, professionals can effectively manage their personal brands. Digital Tools for Academic Branding and Self-Promotion is an authoritative reference source for the latest research on the interrelationship between digital branding and academic reputation. Showcasing relevant digital platforms and techniques, this book is a compendium of vital material for academics, professionals, practitioners, and marketers interested in effective reputation management.

Twelve lively accounts are given, based on searching interviews, of very different kinds of managerial jobs. They paint a picture of what the job is like, the work that the individual does, and how he or she feels about it. The jobs are compared and lessons are drawn for career guidance, selection and management development as well as how far managerial skills are transferable. The accounts can also be used as case studies and questions are provided for students.

Ward et al., examine the question of whether providing work experience within courses of study in higher education affects entrepreneurial attitudes and behaviour, important given government imperatives to foster entrepreneurship through the education system. They consider two dimensions: self-efficacy, which broadly relates to confidence in ability; and, entrepreneurial intent which relates to positive attitudes towards engaging in risk taking or firm start-up. Their sample is of 158 undergraduates who engaged in a summer work placement linked to their study. Their key finding is that positive effects on self-efficacy and entrepreneurial intent depends on the nature of the experience, being fostered by performing well in the face of difficulty and the closeness of the placement activity to their studies. Such experience appears more common when undertaking a placement in a small firm. Van der Sijde et al., consider the extent to which University start ups which are global as opposed to being domestically focussed differ in the extent of their business networks, using a sample comprising five technology-based firms of each type. They establish that global start-ups do have more extensive networks in terms of number of actors and global actors in the network at start-up, although their networks do not expand thereafter significantly more than domestic start-ups. They also have significantly more sources of capital.

Early Childhood Development: A Multicultural Perspective, 6/e addresses both typical and atypical child development from birth through age eight. This text highlights the diversity of child development, preparing professionals to meet the unique needs of children from a wide variety of backgrounds. From reviews of Early Childhood Development: A Multicultural Perspective: "I believe that overall the textbook is unique in its multicultural approach. It is also very reader friendly and contains the information that is essential to understanding the development of children...[T]his text is one of the few that truly does focus on the early development years. Additionally, it is one of the only [texts] that has the multicultural emphasis." -Keri Maxwell, West Virginia University "I use the text because it is the only one that I have found with a true multicultural focus throughout, not just a "multicultural" chapter at the end of the book...[The W]riting is excellent, especially helpful are the examples and vignettes...[The book] gives multiple examples of how content is applied; gives a review of important points; and gives application ideas at the end of each chapter. [A] strength [of Chapter 18] is looking at family issues (poverty, oppression, etc.) and going through the different age ranges covered in this book. That helped to integrate that knowledge about families and apply it across ages." -Sandra Newcomb, University of Maryland, College Park "Excellent text...[T]he author has done an outstanding job of presenting key concepts in a readable, understandable, and relational way. Excellent Research into Practice [feature]." -Marilee Cosgrove, California State University, Fullerton

Engineering education intends to prepare engineering undergraduates for their future professional journey where they will be called to solve challenges afflicting individuals, companies, and society. The European Project Semester (EPS) exposes students to project and challenge-based learning with special attention to international multidisciplinary teamwork, design, innovation thinking, and project management to develop a set of desired skills. Analyzing the European Project Semester to Improve Engineering Education shares the best practices in engineering education through close examination of the EPS. It describes the adopted learning framework, analyzes how it contributes to the development of skills, reports on the type of challenges proposed to teams, and delivers a set of team-project cases from the network of providers. Covering topics such as engineering ethics, project management, and sustainable behavior, this book is essential to students in engineering, engineers, engineering educators, educational researchers, academic administration and faculty, and academicians.

In today's rapidly changing world a constant renewal of knowledge and skills in every human endeavour can be observed. The characteristics of workers and the jobs that they perform have been attended by technological, social, and political change on a global scale. New forms of employment have made work more mobile to an extent never experienced before. An increasing proportion of workers no longer need come to their employer's job site in order to do their work. The instability of employment is creating a new breed of workers who know how to move efficiently from one job to another. As a consequence workers need flexible qualifications to perform jobs. Key qualifications are the answer! Key qualifications provide the key to rapid and effective acquisition of new knowledge and skills. First, qualifications enable workers to react effectively to, and exercise initiative in, changes to their work. Second, qualifications enable workers to shape their own career in a time of diminishing job security, nowadays frequently defined as employability'.

Originally published in 1986, one of the major developments in behavioural psychotherapy and mental health in the previous decade had been the growing involvement of non-psychologists in behaviour therapy. This was a result of the fact that there were too few psychologists to cope with problem behaviour and that other professionals or carers began to appreciate more clearly their potential as agents of behaviour change. Foremost among these 'mediators' of therapy were parents, nurses (particularly psychiatric nurses) and teachers (especially remedial teachers). Their involvement had greatly increased the efficiency of behaviour therapy at the time and opened up a new era in applied psychology. It also entailed the development of new training formats, evaluation procedures and implementation strategies. The main aim of this book was to provide a summary of the research relevant to these issues, and to offer practical guidelines to those who were interested in training or being trained as behaviour therapists. For this reason there are chapters by researchers who have been involved in training parents, nurses and teachers. These chapters provide a detailed account of training in a form that was rarely available in published form at the time, and even today should be of great assistance to readers.

Currently, there is a growing world-wide interest in work-integrated learning across higher education institutions. This is arising from the increased emphasis within higher education on courses that prepare people for specific vocational education outcomes, and even for graduates to be job-ready. This edited volume advances understanding and practice associated with how the integration of student experiences across the university and practice settings might best proceed in assisting realise educational purposes associated with preparing graduates who are adept, yet critical practitioners. It does this through drawing on the findings of a series of projects in Australia that investigated diverse aspects of work-integrated learning. Together, these projects provide a powerful platform to consider and appraise different aspects of this educational initiative within the same national higher education context. Through drawing on a series of investigations that address pedagogic and curriculum practices, institutional arrangements of different kinds and partnerships, a consolidated set of perspectives, instances and findings arise whose coherence resides in the organisation and enactment of work-integrated learning in the same higher education context.

With increasing belief by educators that education should include some type of vocational or career-related training, concerns have arisen over just how such programs can be effectively implemented to meet the needs of the teachers, students, and community groups. Teachers and community-based educators have questioned how work education may provide students with an understanding of the realities of life in the job market and at work, while at the same time helping them determine the practices that will define their own working lives. Learning Work directly addresses this concern. Through discussions of teaching methods and actual lesson suggestions, the authors demonstrate how the perspective of a critical pedagogy can be used to develop a clear and principled practice of work education. Numerous examples drawn from interviews and classroom observations involving a cross-section of urban, suburban, and rural schools are included, illustrating the practical implications of a theory of critical pedagogy. In their introduction, the authors provide a discussion of the relationship between a critical pedagogy and work education. The remainder of the book is divided into three parts, the first of which contains chapters that explore the technical issues involved in work education. Separate chapters address the notion of working knowledge, the concepts of skills and work design, and ways in which the learning potential of worksites can be more fully developed through work education programs. The second part examines social relations and includes discussions of workplace relations, occupational health and safety, the interrelationships between work and leisure, and the question of unions. Finally, the authors look at work as an exchange relation and demonstrate how work education can be used to foster self-assessment, help students in job search and salary negotiation processes, and prepare them for future work opportunities. Practical lesson suggestions are included in each section. An invaluable resource for teachers and education students, this book makes a substantial contribution to current debates regarding the place and purpose of work education in our secondary schools, colleges, and community-based service agencies.

This book presents contributions from researchers, practitioners and professional institutions that published papers in the Proceedings of the Educating Enterprising Engineers and Scientists conference, held in London, UK on 17th June 2015. The topics considered range from educating engineers to giving a business edge and embedding entrepreneurship to achieve integrated education and curriculum innovation. Making an important contribution to the development and delivery of engineering education now and further into the future, this collection of papers shares knowledge and good practice in key ways to educate enterprising engineers and scientists looking to address complex global issues such as health & well-being, water, energy and food. Seeking ways to redefine and embrace sustainable development, this work puts forward the case for innovative science and engineering education to meet the demand for talent and leadership.

Action leadership is a creative, innovative, collaborative and self-developed way to lead. It eschews the hierarchical structure usually associated with leadership and is based instead on the democratic values of freedom, equality, inclusion and self-realization. It take responsibility for, not control over, people through networking and orchestrating human energy towards a holistic outcome that benefits the common interest. Action leaders are passionate people who abide by the motto that Learning does not mean to fill a barrel but rather to ignite a flame in others. And in this time of rapid economic, political, technological, social and ecological changes, action leadership and action leaders are precisely what s needed to improve how people and organizations engage constructively to address the myriad complex issues challenging society at all levels.

"Action Leadership: Towards a Participatory Paradigm" explains and illustrates how action leadership can be developed through participatory action learning and action research (PALAR). It addresses real-life issues by people who choose to work collaboratively towards shared goals while developing their learning, insights, knowledge, people skills and personal relationships through involvement in a PALAR project. The book provides a conceptual framework for action leadership and for the integrative, practical theory of PALAR; and examples of applications in higher education, management education for organization development, and community development. Readers are encouraged to adopt, adapt and further develop the evolving concepts of action leadership and PALAR in a participatory paradigm of learning, research and development.

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For Middle and Secondary Mathematics Courses. Teaching Secondary and Middle School Mathematics combines up-to-date technology and research with a vibrant writing style to help teachers grasp curriculum, teaching, and assessment issues as they relate to secondary and middle school mathematics. Designed for pre-service or in-service teachers, the fourth edition presents concise, current, and meaningful descriptions of what it takes to be an effective teacher of mathematics. This extensively revised resource offers a balance of theory and practice, including a wealth of examples and descriptions of student work, classroom situations, and technology usage to assist any teacher in visualizing high-quality mathematics instruction in the middle and secondary classroom.

With labour markets across the world and even in social democratic Europe in a state of unprecedented flux, this exhaustive study addresses the problem of how to balance job market demands, personal career interests and private life becomes a central issue for millions of employees. So how do modern work and employment arrangements restructure individual careers and what is required of individuals in order to manage career transitions successfully over time? This is one of very few in-depth empirical studies to analyze how labour market trends, organisational change and the subjective work orientations of individuals interact. The author's detailed assessment is based on a comparison of the structural contexts, work orientations and employment histories of nurses and ICT technicians in Germany and the UK. These two core service occupations, as well as the national contexts of the two European nations, have quite different working environments and vocational traditions. Nursing is an institutionalized semi-profession with clear criteria of qualification and career continuity, while information and communication technology (ICT) is a new, evolving field with varied skill backgrounds and high job mobility. To arrive at an understanding of how individual career trajectories are changing, this book closely examines the interplay of labour market demands, employees' work and career orientations and the development of their skills. It records the ways in which employees adapt to increased labour market flexibility, which, on the one hand, induces discontinuities of careers, employment and work, and on the other, generates new skill requirements and learning expectations, as well as unforeseen opportunities.

This text takes up the debate about matching vocational education with the labour market, and shows progress in terms of theoretical models, tools (transformation and matching processes), and learning environments. The contributions address the concepts of qualifications and skilling, the role, strengths and weaknesses of practical training, models and processes of becoming skilled, and whether or not one should try to plan the content of vocational programmes in accordance with changing qualifications requirements and skill needs in the labour market is the essential question.

Based on a unique comparative analysis of the education and work experiences of those who lived through the political and labour market changes of the transition to post-communism, the authors argue that, far from catching up with the rest of Germany, the social polarisations and erosion of the traditional 'dual system' of vocational education and training in Eastern Germany may portend the future for the West. The issues raised have considerable resonances with the problems and contradictions which have beset British education and training and labour market policy over the last decade.

This book investigates the use of network technologies in research, and explores how such use potentially changes the nature of professional learning between academics. It attempts to situate the discussion of technology use in real-world research settings, to identify the different forms of participation in intellectual exchange embedded in academic dialogue, and to further contribute to knowledge on how the use of network technology potentially changes the nature of learning. Multiple data collection methods are employed, in two forms of study: a single case study, and a number of individual interviews. The single case study was carried out over a one-year period, and consisted of interviews (22 interviewees), observations, and document review. Individual semi-structured interviews were carried out over a similar period of time with a wider and different population of 24 academics from different Oxford faculties. Half of these were interviewed twice.The main findings presented in this book demonstrate that the direct consequences of technology use are changes to academic dialogue and scholarly communication in general. The change to this critical aspect of research - scholarly communication - has potentially led to more distributed research in interconnected research environments. It is the changes to scholarly communication and the research environment that consequently affect participation in intellectual exchange.

Teachers use e-learning systems to develop course notes and web-based activities to communicate with learners on one side and monitor and classify their progress on the other. Learners use it for learning, communication, and collaboration. Adaptive e-learning systems often employ learner models, and the behavior of an adaptive system varies depending on the data from the learner model and the learner's profile. Without knowing anything about the learner who uses the system, a system would behave in exactly the same way for all learners. Bayesian Networks for Managing Learner Models in Adaptive Hypermedia Systems: Emerging Research and Opportunities is a collection of research on the use of Bayesian networks and methods as a probabilistic formalism for the management of the learner model in adaptive hypermedia. It specifically discusses comparative studies, transformation rules, and case diagrams that support all phases of the learner model and the use of Bayesian networks and multi-entity Bayesian networks to manage dynamic aspects of this model. While highlighting topics such as developing the learner model, learning management systems, and modeling techniques, this book is ideally designed for instructional designers, course administrators, educators, researchers, and professionals.

In psychiatry, as in all of medicine, clinicians are frequently involved in training students and residents yet few have themselves been trained in pedagogy. Improving the quality of psychiatric education should both improve the quality of psychiatric care and make the profession more attractive to medical students. Written by a team of international experts with many years of experience, this comprehensive text takes a globally relevant perspective on providing practical instruction and advice on all aspects of teaching psychiatry. It covers learning from undergraduate and postgraduate level to primary medical and community settings, enabling readers to find solutions to the problems they are facing and become aware of potential issues which they can anticipate and be prepared to address. The book discusses curriculum development using examples from around the world, in order to provide trainees with the basic attitudes, knowledge and skills they require to practise psychiatry. Features: * Instruction on developing a curriculum for Residency training, teaching interviewing skills, teaching psychotherapy and using new technology * Innovative ways of engaging medical students in psychiatry and developing their interest in the specialty, including experience with new types of elective and research options and development of roles for students in patient care * Focuses throughout on how to teach rather than what to teach * Includes descriptions of workplace-based assessments * Discussions of both theoretical and practical perspectives and examples of particular innovations in the field using case studies Presented in a thoroughly readable and accessible manner, this book is a primary resource for all clinicians involved in teaching psychiatry to medical students and trainees.

This book seeks to develop the philosophy of Heidegger notion and reflects the growing importance of work based studies which is becoming of special interest to higher education institutions and commercial organisations. The author acknowledges the dominance of the economic discourse of higher education, but in this book he tries to argue that Heidegger offers a phenomenological approach to understanding the diversity to higher education that work based learning can bring. The book offers a structured argument for a phenomenological understanding of both the educational institution and the commercial environment to be considered as workplaces.