Writing for educators and education leaders, Cunningham shows that combining a philosophy of pragmatism with thinking about education as systems can illuminate challenges in contemporary schooling and provide practical solutions for creating a democratic education.

Many young Bible scholars are passionate for the Scriptures. But is passion enough? In A Little Book for New Bible Scholars, Randolph Richards and Joseph Dodson encourage young students of the Bible to add substance to their zeal-the kind of substance that comes from the sweat and toil of hard study. "Just as we should avoid knowledge without love," they write, "we should also avoid love without knowledge." Aimed at beginners, this concise overview offers a wealth of good advice, warns of potential pitfalls, and includes wisdom from a variety of other biblical scholars as well as stories from the authors' own long experience in the guild. Full of warmth, humor, and an infectious love for Scripture, this book invites a new generation of young scholars to roll up their sleeves and dig into the complex, captivating world of the Bible.

Thousands of students graduate from university each year. The lucky few have the rest of their lives mapped out in perfect detail - but for most, things are not nearly so simple. Armed with your hard-earned degree the possibilities and career paths lying before you are limitless, and the number of choices you suddenly have to make can seem bewildering. Life After ... Social Studies has been written specifically to help students currently studying, or who have recently graduated, make informed choices about their future lives. It will be a source of invaluable advice and wisdom to business graduates (whether you wish to use your degree directly or not), covering such topics as: Identifying a career path that interests you Seeking out an opportunity that matches your skills and aspirations Staying motivated and pursuing your goals Networking and self-promotion Making the transition from scholar to worker Putting the skills you have developed at university to good use in life. The Life After ... series of books are more than simple 'career guides'. They are unique in taking a holistic approach to career advice - recognising the increasing view that, although a successful working life is vitally important, other factors can be just as essential to happiness and fulfilment. They are the indispensable handbooks for students considering their future direction.

"Management Development" is a comprehensive, analytic and up-to-date text covering all the key elements of this critically important human resource activity. For HRM students at all levels, including those on IPD programmes, and for human resource managers it provides a framework for understanding the core concepts that both reviews best current practice, and questions it.

The book looks at what is meant by management development from the perspective of the organization and the individual manager. It gives an authoritative overview of:
Strategic integration and career development.
Analysis of managerial work roles and identification of development needs.
Managerial learning.
The differing needs of diverse managerial groups from women managers, technical specialists, international managers and board members to small business managers.

Written by two leading academics with wide consulting experience this new text gives a definitive and critical introduction to the field. There can be no doubt that management development is one of the issues critical to corporate competitiveness and students in both human resource and general management studies will find this an indispensable guide to the key issues.

A competency is a combination of knowledge, skills and attitude that one needs in order to function adequately in any given professional situation - a nurse must know how to give a crying child a vaccination, and a policeman must be able to stop a drunken brawl. Competency orientated teaching has become an important objective in higher education. To meet this objective, an individual personal development plan (PDP) is indispensable. PDPs are based on what one knows about one's own skills and what one needs to acquire for one's future profession. Managing Your Competencies shows the reader how to go about drawing up a PDP.

The global trend in educational participation has brought with it a cross-national consequence: the expansion of students with "special needs" (SEN) placed in special education and the growth of "low achieving" students diverted to vocational tracks. This book explores the global expansion of special and vocational education as a highly variable event, not only across nations of considerable economic, political and cultural difference, but between nations with evident similarities as well. The Global Convergence of Vocational and Special Education analyzes how the concept of secular benevolence underscores the divergent and convergent trajectories that vocational and special education have taken across the globe. The authors embrace national differences as the means to observe two dicta of comparative research: similar origins can result in very different outcomes, and similar outcomes can be the result of very different origins.

Apprenticeship or vocational training is a subject of lively debate. Economic historians tend to see apprenticeship as a purely economic phenomenon, as an 'incomplete contract' in need of legal and institutional enforcement mechanisms. The contributors to this volume have adopted a broader perspective. They regard learning on the shop floor as a complex social and cultural process, to be situated in an ever-changing historical context. The results are surprising. The authors convincingly show that research on apprenticeship and learning on the shop floor is intimately associated with migration patterns, family economy and household strategies, gender perspectives, urban identities and general educational and pedagogical contexts.

The Future MBA brings together 100 ideas on how to rethink management education in order to embed sustainability. This book acts as a creative toolkit for individuals working in management education on how to design new and innovative products, services, and experiences for the business school community with a focus on sustainability. What if we took a moment to stand back and look at the bigger picture? What would the business school of the future look like? Rather than a roadmap, the 100 ideas presented in this book are meant to be a source of inspiration in responding to these questions. Some ideas could be put into practice tomorrow, some would require a complete reassessment of the way we view business education, and others are meant to encourage more ideas... and more action, to turn management education into a key player in moving the sustainability agenda forward.

The Future MBA brings together 100 ideas on how to rethink management education in order to embed sustainability. This book acts as a creative toolkit for individuals working in management education on how to design new and innovative products, services, and experiences for the business school community with a focus on sustainability. What if we took a moment to stand back and look at the bigger picture? What would the business school of the future look like? Rather than a roadmap, the 100 ideas presented in this book are meant to be a source of inspiration in responding to these questions. Some ideas could be put into practice tomorrow, some would require a complete reassessment of the way we view business education, and others are meant to encourage more ideas... and more action, to turn management education into a key player in moving the sustainability agenda forward.

This book describes in vivid detail how a newly independent nation with neither a history of technical education nor industry, developed in a short period of time a world-class system of technical and vocational education that helped it make rapid progress in its manufacturing and industrial sector. The economy and the education sector both developed in parallel, with each complementing the other, utilizing strategies and making the decisions that were to bring the country quickly to advanced status.Studies show that premature investment in higher education at the expense of technical and vocational education has created many leaders but few doers, leading to high unemployment. The Singapore Technical Vocational Education and Training (TVET) story demonstrates how governmental support helped changed the image of technical and vocational education to one equal with higher education, yet including bridges and ladders to allow everyone to maximize their potential.

Women's careers have been a topic of research and discussion in many disciplines including sociology, business, industrial, organisational and vocational psychology, and career guidance. Despite the introduction of equal employment legislation in many countries, women's patterns of career development continue to reflect structural labour market disadvantage. This unique book brings together expert contributions from academic researchers, as well as representing the voices of older women who participated in an international research investigation. Grounded in multidisciplinary empirical studies, the book provides: * a variety of perspectives on women's careers in the 21st century * an international exploration of the voice of the older woman * an understanding of both the challenges and responses to women as they construct their careers. Offering a comprehensive understanding of women's career development throughout the lifespan, this book will be of key interest to academics and researchers from the fields of education, psychology, management, geography, labour market economics and sociology, as well as career practitioners, managers, trainers, researchers and policy developers.

Veteran educators are being encouraged to take early retirement in order to create jobs for less-experienced, lower-paid novices. Veteran educators are not alone: early retirement promotions have become the norm for aging workers in America. Consequently, there is a brain-drain of skilled workers at the national, state, and local levels. The early retirement of our most talented veteran educators is leaving our schools without the necessary leadership, hard-earned experience, proven skills, and wisdom to meet the evolving challenges our country faces. Indeed, there are long-term consequences of losing skilled educators while they are in the prime of their professional lives. Addressing these concerns, this book challenges the good news only" theory of early retirement promotions which suggest that veteran educators are no longer needed as they age and that their retirement is the only way schools can survive financially in times of economic uncertainty. This theory contends that everyone involved gets a reward: the novice educators get jobs and the veterans get some cash. This trade is seemingly no problem, until the veteran educators are out the door and the school staff, students, and parents are left without their steady guiding hands. Instead of hastily luring prime educators out the schoolhouse door with planned buyout promotions, schools should offer our most gifted veteran educators career alternatives that will encourage and reward them to remain on board, thereby allowing them to lead novice and mid-career staff, students, parents, and community members. Examining the negative consequences of early retirement promotions on school culture, administrative leadership, teacher and student performance, community reaction, Stopping the Brain Drain of Skilled Veteran Teachers will not only expose some of the major drawbacks of early buyouts of veteran educators, but will also suggest creative career alternative to keep such teachers on board."

First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

Based on the thesis that individuals develop not in isolation, but in a direction consistent with both personal needs and the needs of the surrounding environment, this volume concentrates on the development of adults in their careers within organizations. The organizational and individual perspectives offered provide practical guidance and examples for human resource development specialists to use in the evaluation of their current career development programs and the design of new ones. Key issues receiving prime attention include the necessity of reward systems to the success of any career development program, career transitions, and five critical career development research areas.

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.

Given the emphasis on transforming professional work through the adoption of enquiry-based and trans-disciplinary approaches to service development, there is an urgent need for those involved in professional education to develop a robust understanding of how changes in practice occur. A more inclusive approach to the analysis of the processes involved across the varied and interrelated contexts in which they occur is thus very timely.

In this book, Jenny Reeves sets out to explore the gap between the experience of professional learning as an interactive, dynamic and socially contextualised process, and descriptions that are often individualistic, overly linear and largely context-free. She makes the claim that this disjuncture is the outcome of modes of enquiry that concentrate on limited selections of the available data.

Adopting a relational approach to describing practice-based professional development, including graphical means for exploring the spaces produced by the activity, provides a very different picture. It creates a basis for representing the complex movements, relationships and interactions between people and things that occur during professional learning. It also provides a productive approach to describing the exchange and creation of professional knowledge across different contexts over time.

By building a picture of the ephemeral spaces and connections that educating activities produce, mapping relational space allows those engaged in professional education to think rather differently about how professional learning and changes in knowledge and practice may be understood, supported and developed.

This book describes in vivid detail how a newly independent nation with neither a history of technical education nor industry, developed in a short period of time a world-class system of technical and vocational education that helped it make rapid progress in its manufacturing and industrial sector. The economy and the education sector both developed in parallel, with each complementing the other, utilizing strategies and making the decisions that were to bring the country quickly to advanced status.Studies show that premature investment in higher education at the expense of technical and vocational education has created many leaders but few doers, leading to high unemployment. The Singapore Technical Vocational Education and Training (TVET) story demonstrates how governmental support helped changed the image of technical and vocational education to one equal with higher education, yet including bridges and ladders to allow everyone to maximize their potential.

Practice-based learning-the kind of education that comes from experiencing real work in real situations-has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book's two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation. Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an analysis of the traditions, purposes, and processes that support this learning-including curriculum models and pedagogic practices.

This book is a guide for college students exploring career options who are interested in working to promote peacebuilding and the resolution of conflict. High school students, particularly those starting to consider college and careers, can also benefited from this book. A major feature of the book is 30 stories from young professionals, most recently graduated from college, who are working in the field. These profiles provide readers with insight as to strategies they might use to advance their peacebuilding careers. The book speaks directly to the Millennial generation, recognizing that launching a career is a major focus, and that careers in the peace field have not always been easy to identify. As such, the book takes the approach that most any career can be a peacebuilding career provided one is willing to apply creativity and passion to their work.

This book is a guide for college students exploring career options who are interested in working to promote peacebuilding and the resolution of conflict. High school students, particularly those starting to consider college and careers, can also benefited from this book. A major feature of the book is 30 stories from young professionals, most recently graduated from college, who are working in the field. These profiles provide readers with insight as to strategies they might use to advance their peacebuilding careers. The book speaks directly to the Millennial generation, recognizing that launching a career is a major focus, and that careers in the peace field have not always been easy to identify. As such, the book takes the approach that most any career can be a peacebuilding career provided one is willing to apply creativity and passion to their work.

Conducting a good interview is more difficult than one might imagine. Of course, thorough preparation is essential, but equally important are knowledge of the specific subject area and effective communication skills. Interviewing: Theory, Techniques and Training presents relevant theoretical perspectives, provides material to help develop a range of communication skills and describes tried and tested ways of preparing for interviews. There have been many developments in the field of interviewing in recent years. Computer-assisted protocols now play a prominent role in interviewing and there has been much research into the role of communication processes in interviews. Interviewing incorporates these recent developments and insights and offers up-to-date examples and practical suggestions.

First Published in 1999. This title examines one publicly funded training program by describing the complex, dynamic process of fostering small business ownership. This case study focuses on the behaviors and environments that influence entrepreneurial success and show how a teaching methodology can contribute to an environment that encourages entrepreneurship. This study provides, not only an example of the efficacy of entrepreneurial training but suggests findings beyond business start-up as measures of program results.

Action learning is a method of learning that takes place in a group - of colleagues or students. It is widely used in a wide number of educational fields, particularly where learning in groups is appropriate. Action learning is established in both higher education and in professional learning and training situations. First published in 1995, this is a guide to using action learning techniques successfully.;Written by two leading figures in the field, this revised edition retains the same practical guidebook approach to how action learning works. Key points include being a facilitator of action learning, and running workshops for a variety of situations, including higher education, organizational change and professional development.

In this collection of original essays, contributors critically examine the pedagogical, administrative, financial, economic, and cultural contexts of American Indian vocational education and workforce development, identifying trends and issues for future research in the fields of vocational education, workforce development, and American Indian studies.

This compelling volume presents the work of innovative researchers dealing with current issues in training and training effectiveness in work organizations. Each chapter provides an integrative summary of a research area with the goal of developing a specific research agenda that will not only stimulate thinking in the training field but also direct future research. By concentrating on new ideas and critical methodological and measurement issues rather than summarizing existing literature, the volume offers definitive suggestions for advancing the effectiveness of the training field. Its chapters focus on emerging issues in training that have important implications for improving both training design and efficacy. They discuss various levels of analysis-- intra-individual, inter-individual, team, and organizational issues--and the factors relevant to achieving a better understanding of training effectiveness from these different perspectives. This type of coverage provides a theoretically driven scientist/practitioner orientation to the book.