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Books > Social sciences > Education > Higher & further education > General
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Index; 1902
(Hardcover)
University of Massachusetts at Amherst
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R897
Discovery Miles 8 970
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Ships in 10 - 15 working days
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Executive functions develop during the first years of life and
determine future learning and personal development. Executive
dysfunction is related to various neurodevelopmental disorders, so
its study is of great interest for intervention in children with
neurotypical development and in those who have suffered a
neurodevelopmental disorder. The Handbook of Research on
Neurocognitive Development of Executive Functions and Implications
for Intervention offers updated research on executive functions and
their implication in psychoeducational intervention. It establishes
a multidisciplinary context to discuss both intervention experience
and research results in different areas of knowledge. Covering
topics such as childhood inhibitory processing, mindfulness
interventions, and language development, this major reference work
is an excellent resource for psychologists, medical professionals,
researchers, academicians, educators, and students.
The role, scale and expectations of higher education institutions
have changed dramatically in recent times as knowledge-intensity
has become a key determinant of economic competitiveness. Higher
education institutions face increasing pressure to demonstrate
their fitness to meet the needs of society and individuals.
Questions about the quality, performance and productivity of higher
education are central to these concerns, of relevance to society,
governments and students. This Handbook brings together a group of
international scholars to address these issues and propose how to
move beyond them. This Handbook is the first comprehensive
reference, laying out current research in the field, and bringing
it up-to-date with cutting-edge theoretical and empirical
contributions from leading international experts. Blending new
research with richly contextualised national and regional examples,
the authors give authoritative insights from around the globe on
how best to understand, assess and improve quality, performance and
accountability in higher education. This Handbook will become an
invaluable tool for practitioners in higher education and education
policy-making as well as researchers and students of social science
and public policy. Contributors include: K.S. Adeyemo, K.
Aleksandriyskaya, A. Amaral, S. Archer, I. Austin, E. Bell, P.
Benneworth, C. Blanco, V. Borden, R. Bringle, R. Brown, H. Coates,
G. Croucher, D. Dill, M. Dobbins, D. Edwards, A. Fryar, S.
Fukahori, A. Gibson, F. Guo, M. Hanlon, L. Harvey, E. Hazelkorn, M.
Hicks, N. Hillman, A.Y.-c.Hou, F. Huang, J. Huisman, Y. Ibrahim, R.
Ismail, N. Jankowski, E. Jerez, G. Jones, B. Jongbloed, J.
Jungblut, P. Kelly, R. King, K. Kinser, M. Klemencic, G. Kuh, J.
Lane, L. Lange, M.C. Lennon, S.E. Lid, N.C. Liu, Y. Luo, M. Mahat,
J. Marino, M. Martin, W.F Massy, A.C. McCormick, K. Moore, S. Moyo,
P. Noonan, D. Orr, R. Shavelson, J. Shi, O.-J. Skodvin, B.
Stensaker, F. Strydom, P. Teixeira, R. Tijssen, O. Troitschanskaia,
A. Usher, F. van Vught, N.V. Varghese, H. Vossensteyn, M.
Vukasovic, R. Wagenaar, C.D. Wan, E. Weber, H.P. Weingarten, W.
Wen, D. Westerheijden, R. Williams, T. Yang, N. Zeeman, L. Zhang
Education is a social practice that poses ethical questions of
policy and practice at every level and at almost every turn - what
we teach, how we teach, how we organise educational provision, how
we research it, who controls it, and what principles drive policy
nationally and internationally. This collection is rooted in the
author's experience in the education system nationally and
internationally over half a century, and reflects both the
educational history of this period and the author's experience as a
teacher, parent, school governor, teacher trainer, educational
researcher, senior leader in higher education, and advisor to
governments in many parts of the world. It is, then, historically
located, but the approach to ethical questions is primarily in the
tradition of analytic philosophy, and applied and situated ethics.
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Index; 1949
(Hardcover)
University of Massachusetts at Amherst
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R940
Discovery Miles 9 400
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Ships in 12 - 19 working days
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