This book is designed to aid the faculty of medical and other health related schools in developing the pedagogical skills to transform their teaching in multiple settings including the classroom, the conference room, the ambulatory office, and the hospital from a passive learning experience to an active learning experience. In this transformation, the teacher morphs from the 'all knowing expert' to the 'learning facilitator and coach'. After a brief review of adult learning theory the remainder of the book will focus on a broad variety of teaching techniques and classroom activities that 'flip' the classroom from a passive to an active learning environment. In addition to condensed explanations of each of the techniques, examples of each process will be presented with suggestions for flexing the techniques to better accommodate a variety of learning settings and a diversity of learners.

This book explores and progresses the concept of negotiation as a means of describing and explaining individuals' learning in work. It challenges the undertheorised and generic use of the concept in contemporary work-learning research where the concept of negotiation is most often deployed as a taken for granted synonym for interaction, co-participation and collaboration and, hence, used to unproblematically account for workers' learning as engagement in social activity. Through a focus on workers' personal practice and based on extensive longitudinal empirical research, the book advances a conceptual framework, The Three Dimensions of Negotiation, to propose a more rigorous and work-learning specific understanding of the concept of negotiation. This framework enables workers' personal work practices and their contributions to the personal, organisational and occupational changes that evidence learning to be viewed as negotiations enacted and managed, within contexts that are in turn sets of premediate and concurrent negotiations that frame the transformations on and from which on-going negotiations of learning and practice ensue. The book does not seek to supplant understandings of the rich and valuable concept of negotiation. Rather, it seeks to develop and promote a more explicit use of the concept as a socio-personal learning concept at the same time as it opens alternative perspectives on its deployment as a metaphor for individual's learning in work.

This book explores the experiences and perspectives of female professors. Analysing the gendering of this process using various theoretical perspectives, this edited collection examines the active 'making' of careers, and how this has been possible. The editors and contributors cut across institutions, cultures and continents to seek to understand how women navigate the gendered process of becoming a professor, with each chapter applying a different theoretical or methodological approach to her experience. The chapters are not mere descriptions of career trajectories, but analytic narratives anchored within distinct theoretical and philosophical frameworks. In turn, they shed important light on how - and if - institutional structures and systems are adapting to move towards gender equality. Offering practical advice as well as thoughtful reflection, this book will be of especial interest to early career female academics.

This book provides insight into research and development of key aerospace materials that have enabled some of the most exciting air and space technologies in recent years. The stories are shared with you by the women who experienced them, those engineers and scientists in the labs, on the shop floors, or on the design teams contributing to the realization of these technologies. Their work contributes to the world in the challenging and vital field of aerospace materials, and their stories seethe with a pride and a passion for the opportunity to make these important contributions. As an important part of the Women in Science and Engineering book series, the work highlights the contribution of women leaders in Aerospace Materials, inspiring women and men, girls and boys to enter and apply themselves to secure our future in an increasingly connected world.

This book analyses examples of quality teaching in professional education in the human client fields. The first of two volumes, the editors and contributors use case studies to illustrate the elements deemed good practice within professional education. There are many different routes towards preparing well-qualified professionals through higher education: as diverse as the professions themselves, these routes are largely determined by decisions academics make regarding content, curriculum alignment, integration of research with practice and pedagogical techniques. Including case studies from midwifery, medical, nursing and psychology degree programmes, the authors and editors unravel what good teaching in professional practice looks like in the human client fields, and how it can be achieved. This rigorous and comprehensive collection will be of interest and value to students and scholars of professional pedagogy, as well as practitioners.

This book describes a participatory case study of a small family farm in Maharashtra, India. It is a dialectical study of cultivating cultivation: how paddy cultivation is learnt and taught, and why it is the way it is. The paddy cultivation that the family is doing at first appears to be 'traditional'. But by observation and working along with the family, the authors have found that they are engaging in a dynamic process in which they are questioning, investigating, and learning by doing. The authors compare this to the process of doing science, and to the sort of learning that occurs in formal education. The book presents evidence that paddy cultivation has always been varying and evolving through chance and necessity, experimentation, and economic contingencies. Through the example of one farm, the book provides a critique of current attempts to sustain agriculture, and an understanding of the ongoing agricultural crisis.

Based on 55 semi-structured in-depth interviews, this book investigates 15 high-tech engineering co-op professionals' writing experience in the workplace. It shows how the digital age has had a marked impact on the engineers' methods of communication at work, and how on-the -job writing has affected engineers' technical competence, shaped their professional identities, challenged their views on Chinese and English writing, and hindered their success in the workplace. The book identifies three aspects of writing practice: engineers' linguistic and literacy challenges, the reasons behind these challenges, and coping strategies, which suggest that engineers are underprepared and lack necessary support in the workplace. Lastly, the study shows that engineers need to engage in technical literacy through on-the-job writing so that they can fully deal with workplace discourse and socialize with diverse professional groups. Since the sample group interviewed in this book is engineers who studied at universities in the United States and have a foot in the world of school and work as well as knowledge of both Eastern and Western cultures, the book appeals to teachers, students, engineers and scientists who are interested in scientific and technological writing. It is also valuable for educators who prepare scientists, engineers, and technical communicators for professional roles, as well as for communication practitioners who work with engineers.

This book explores the impact of neoliberalism on education in the UK. Drawing on policies across the sector in England as a case study, the author illuminates and analyses the development of neoliberal policy on models of practice. The author explores the theory and philosophy that have come to define neoliberalism, and offers an explanation as to how this has been applied to the education sector in England at various different stages. Informed and scaffolded by years of empirical research in educational contexts, this book interrogates the impact of neoliberalism on educational practice. It will be of interest and value to scholars of neoliberalism and education, as well as practitioners.

This book examines the benefits of applying the Identity Structure Analysis (ISA) to teacher professional development. At present no government, local authority or school is actively applying Identity Structure Analysis to monitor school improvement: in a profession where turnover is extremely high, ISA is framed as a way for professional development to meet the needs of the specific teacher. Examining idiographic ISA analyses as well as practical advice for implementing professional development programs, the authors scrutinise how ISA can be used in conjunction with mentoring to offset teacher turnover. This practical volume will be of interest and value to scholars and researchers of teacher identity and professional development, as well as researchers and policymakers interested in reducing teacher turnover.

This book is a response to the felt need of social work practitioners for professional supervision. Reflecting on the social work profession in the context of contemporary socio-economic and political challenges and wide-ranging organizational and practice settings, the book provides a voice for supervisors to share their experiences. Social workers often deal with difficult, undefined and unique human situations where there are no ready-made solutions or quick fixes. This constant and complex working process can cause stress, burnout and affect their quality of work and judgement if they are not supported appropriately and in a timely way. One such support to them is offering professional supervision to enhance their professional functioning and their quality of service. On the one hand, the narratives of experienced supervisors reveal critical dilemmas, core processes and content, expectations, issues posed, and concepts and theories employed in professional supervision, and on the other, the wisdom and qualities of supervisors. This book analyzes concepts and models employed by supervisors and the complex interaction of their qualities and wisdom that arise from their narratives. It underscores the supervisee's being through integrating the personal and professional self to deliver better quality services to people, agencies, and communities. The book argues that the current trends compel action for well thought through professional supervision for all who need it. Those interested in professional supervision - supervisees, practitioners, and supervisors - will benefit from reading this book. Enlightening Professional Supervision in Social Work: Voices and Virtues of Supervisors is the resource that both supervisors and practitioners need to create safe environments to carefully reflect, develop knowledge, sharpen skills and effectively engage in practice. It will improve services to clients and organizational service provision, and not only benefit both practitioners and supervisors in social work and human services, but also social work educators and students, social policy administrators as well as managers and trainers in the social services sector.

This work introduces methods that aid in freshman retention (in the transition from high school and to remain in the university of origin) and orient them towards a successful career in science. Specific examples of successful approaches are given as well as detailed plans for how to engage these students. Pitfalls as well as success are described. In addition this work provides a detailed description of how to develop the students into a cohort that exhibits comradery. Three types of cohort form, those within the freshman class, those among the upperclassmen and those between the freshmen and upperclassmen. The program works because the social reality is that the peer mentor has a better repertoire with the first semester freshmen than the faculty or staff and assists with student success. Factors such as financial aid, policy, and support systems influence student success. In the sciences, students often struggle with the content and adjusting to the college experience. Research states that a mentorship program supports retention as well as enhances the student experience during college. This program creates a cohort group among the upperclassmen mentors and freshmen and provides leadership development for all involved.

This book examines continuing professional development (CPD) of teachers in Finland. As one of the best-performing countries in terms of education, the Finnish education system is often revered and held up as an example to follow. However, the authors argue that CPD actually constitutes the Achilles' heel of this 'miraculous' system, demonstrating that in fact it is a victim of contradictory discourses and actions among decision-makers, teacher educators and practitioners. Including extensive interviews from CPD providers, teachers and other educational actors, the authors critically discuss the 'wonders' of Finnish education, in the process debunking various myths created both inside and outside Finland. The authors also call for a new approach to comparative and international education. Based on over 20 years of experience in Finnish education, this pioneering book will be of interest and value to students and scholars of Finnish education, continuing professional development and international education branding more generally.

Appropriate as a guide book for college or professional career development courses, including Career Development. In this Third Edition of Career Focus: A Personal Job Search Guide, students will be introduced to the world of personal assessment, personal marketing, and job search know-how. A new focus for the third edition is self-marketing. By using this comprehensive yet easy-to-follow guide, students will gain a clearer focus on their own abilities, their career desires, and goals for the future. Readers of this book will learn how to launch their own personal marketing campaign, and how to develop the all-important tools necessary for a successful job search in this competitive and often complex world. In addition, students will understand what it takes to be successful after they get the job.

Are you preparing for Apprenticeship End Point Assessment? This book is an essential guide for apprentices and their trainers. It supports you to prepare for the Gateway and get ready for your EPA. It helps you to make sense of EPA and to understand the expectations of your assessors. Examples of good practice are included to help you learn from other apprentices. It details the different types of assessment used in EPA to help you prepare for, and be ready to succeed in, your EPA.

This book is a detailed manual for the implementation of competence diagnostics in the field of vocational training. With the COMET competence model, both conceptual competences as well as practical skills are recorded and evaluated. The manual guides through all methodological steps, including the preparation and implementation of tests, cross and longitudinal studies, the development of context analyses and measurement methods for the test motivation. The focus of the final chapter is the application of the COMET procedure for the design, organisation and evaluation of vocational education and training processes.

Preparing professionals to meet the demands of changes in practice is a compelling issue for the development of society, professions and individual professionals. A key tenet of this book is that we currently prepare professionals for the world of work in ways that are generally limited in scope and inadequate for addressing contemporary professional practice. The book critically investigates professional education programmes and the assumptions upon which they are based. It argues for an ontological turn in which professional education attends not only to what students know and can do, but also who they are becoming as professionals. In a scholarly, well-grounded account, the book closely interweaves theory and empirical material on learning to be professionals. It provides a fresh, innovative approach to designing professional education programmes, as well as to research about this important enterprise. This book makes a timely, insightful contribution to debate about educating for the professions.

This book explores how the changing nature of work intersects with and influences young people's views on their future. As an increasingly precarious service sector overtakes traditional industrial work, vocational education and training (VET) is held up as a panacea for poverty alleviation, youth unemployment and economic growth. However, the views of young people in VET themselves concerning their own work and aspirations have largely been ignored. Based on interviews and focus groups conducted with over 250 young people in VET in Romania, this book examines the types of subjectivities that are generated in the processes by which they try to make sense of future and the meanings of work. In doing so, the author identifies three ideological layers that frame their views: arguing that while the young people interviewed hold 'conventional' aspirations for stability and predictability; they were visibly influenced by neoliberal beliefs in agency, experimentation and short termism. Ultimately, a layer of low expectations crystallises unvoiced concerns over a troubling future. In highlighting young people's voices, this pioneering book calls for a recalibration of the emphasis on VET in Romania. It will appeal to students and scholars of youth studies, the sociology of work, vocational education and training and European studies.

Total quality management, continuous process improvement, process innovation, whatever you call it, it's likely that you, as a training and human resources professional, will play a key role in implementing it. This is the book that explains, in the language of HRD, how to meet the demands of TQM. For more than a decade, Elaine Biech has helped trainers and managers put quality management into practice at organizations as diverse as Land O'Lakes, the American Red Cross, and the U.S. Navy. In this immensely practical guide, she gives you a thorough grounding in TQM as a customer-driven, quality-focused, process-oriented, fact-based, team-supported philosophy. And she spells out all the steps required for HRD pros to bring TQM to every area of the organization: creating the implementation plan, gaining commitment from senior management, putting TQM strategies into widespread action, working with external consultants, designing and delivering training for quality, meeting unique needs brought on by change, preventing common TQM training mistakes, and measuring ongoing results. Not only will you learn to implement each step, but you'll realize why it's necessary, and understand how it fits into the bigger quality picture. The author readies you to assume major TQM responsibilities, as befits the evergrowing statue of the HRD function. If you're new to TQM, the exclusive "HRD Quality Improvement Readiness Survey" will help assess your initial needs. Those farther along will appreciate the detailed list of TQM implementation resources, as well as ready-to-use forms and plans. And all readers will be informed and inspired by the book's many success stories, drawn from the actual experiences oftrainers at private and public organizations of all sizes. Most of all, by explaining quality improvement in human resources terms, TQM for Training demystifies this complex management philosophy. It refers to roles that are common to all training departments and addresses issues unique to them - features you simply won't find in other TQM books. "TQM isn't business as usual", the author points out. "It's not a program that has a start and end time like so many programs you have designed, delivered, and implemented. It cannot be achieved by individuals. It is not easy". But with TQM for Training at your fingertips, you'll be fully prepared to meet the challenges and lead the TQM transformation in your organization.

Promote positive child guidance and management strategies Written in a conversational style, yet solidly grounded in child development theory and research, Guidance of Young Children, 10th Edition focuses on positive and developmentally appropriate guidance of young children. Based on the author's belief that adults need to have realistic expectations of children, the book emphasizes understanding young children's development in addition to major guidance theories. Real-world examples and case studies illustrate guidance in action, while analysis and application activities give readers a chance to construct their own basic approach to child guidance. With this foundation in place, teachers are encouraged to think critically and make intentional, informed decisions that positively impact the children in their care. The 10th Edition enhances its focus on positive guiding strategies with new information about the authoritative caregiving style, an emphasis on encouragement over praise, additional information about the high rate of childcare and preschool expulsions, and more school-based examples at the pre-K and K level. Also available with the Enhanced Pearson eText The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded videos, reflection questions, and application exercises. Note: You are purchasing a standalone product; the Enhanced Pearson eText does not come packaged with this content. Students, if interested in purchasing this title with the Enhanced Pearson eText, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and the Enhanced Pearson eText, search for: 013474733X / 9780134747330 Guidance of Young Children, with Enhanced Pearson eText -- Access Card Package Package consists of: 0134748115 / 9780134748115 Guidance of Young Children, Enhanced Pearson eText -- Access Card 0134748158 / 9780134748153 Guidance of Young Children

This book details the findings of a small-scale research study on the use of real-time coaching in pre-service teacher education, founded upon the nexus of teacher education, mentoring, immediate feedback, teacher effectiveness, technology-enhanced learning and innovative approaches to developing better teaching practices. The book includes a robust literature review summarizing the scholarship on coaching models used in teacher education. The authors explore how real-time coaching, as a specific approach, has the potential to address persistent problems in teacher education and early career teacher performance in the areas of teachers' growth mindset, teacher resilience and disjuncture in applying theory to practice. The scholarship allows readers to gain a better understanding of the history of coaching in teacher training, and the capacity of real-time coaching, specifically, in pre-service teacher training told through the words of participants.

In Retention for a Change, we give precise strategies for motivating, inspiring, and energizing a staff. The goal is to make your school a place of success for everyone. Teacher retention is a huge issue that continues to grow, and we believe that this book is one-of-a-kind in that it tackles a tough topic with practical solutions.

This book explores the holistic development of vocational education in Chinese education system. It investigates the vocational education policy development, student development, allocation of teachers' resources, financial mechanism and system, students' financial aid, examination and enrollment, private vocational education system, and school-enterprise cooperation. In addition, this book critically examines and epitomizes the contextualized China's vocational education reform from multiple dimensions. This book also offers an in-depth explorations and analysis of current Chinese vocational education reform comprehensively. This is a highly informative and carefully presented book, providing academic insight for scholars and researchers who are interested and work in research on China's vocational education reform in China as well as the administrators and stakeholders in Chinese education system and graduate students who majoring in the field of educational policy.

The book makes a significant contribution to critical higher education studies, specifically to graduate employability research and to capabilities and education research. The book moves beyond the simplistic conception of alleged 'gaps' in graduate skills and 'mismatches' between employers and universities, and instead provides an innovative multi-dimensional and intersectional human capabilities conceptualisation of graduate employability. The book challenges an individualised notion of employability, instead locating employability issues in social and economic conditions, and argues that employability choices cannot be divorced from inequality. Qualitative and quantitative data from multiple case-study universities in South Africa are used to explore the perceptions and experiences of diverse students, lecturers, support officers and employers, regarding what each university is doing, or should be doing, to enhance graduate economic opportunities and contribute to inclusive development. The book will be highly relevant to students, scholars and researchers in the fields of education and sociology, particularly those with an interest in graduate employability.

In 2006 over 60% of medical graduates in the UK were female, and the number of women going to medical school as 'mature students' is steadily increasing. Some of these women will, at some point, choose to have a baby, but the question always asked is how to fit it in with a medical career? Along with the problem of finding time to actually have a baby, and coping as a pregnant doctor, there is the problem of finding information when it is most needed. This book addresses this problem, bringing a wealth of information together in one easy-to-use resource. Written by a mother, who has faced the joys and frustrations of combining medicine and being a mother, this book is a "one-stop-shop" for all mothers and mums-to-be.