Education for adults ought to consider a both-and mindset when it comes to selecting approaches, values, and program models in today's multi-sector, multi-diverse, and cross-cultural environments of teaching and learning. Experiences from educational professionals can lead to recommendations for these instruction and mentoring approaches of adults that leads to more meaningful learning. Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education is a critical research resource that discusses project-based and social-situational instructional practices within community engagement as a method for educating adults. The approaches to designing and implementing learning activities show how to optimize community and business knowledge assets to collaboratively design and implement curricula in order to work toward social justice and community development. Featuring coverage on a spectrum of topics such as community-based learning, political engagement, and urban communities, this book is ideal for professionals, adult education practitioners, faculty, administrators, community activists, researchers, and academicians.

A Practical Guide for Personal Support Workers from a P.S.W.: Volume One is an easy way to learn some of the different functions associated with being a personal support worker. The book provides clear directions on how to perform some basic health care tasks in a safe and effective manner. It is designed to help current personal support workers, aspiring personal support workers, paraprofessionals and general caregivers. Among the tasks covered are transfers, commode care and bed baths. The author has worked in this profession for many years, developing easier and safer ways to deploy these important skills and tasks. About the Author: Andy Elliott, D.S.W., C.Y.W., C.Y.C., P.S.W., is a personal support worker for the Canadian Red Cross. He lives in Ontario with his wife and four daughters. Publisher's website: http: //sbpra.com/AndyElliott

There is no doubt that our world is becoming increasingly more connected through digital technologies. For meaningful participation in this environment we need to be digitally literate, yet there are many children in developing countries who have yet to touch a computer because of social disadvantage. For these children, schools are the only place where they can build this capacity. Regrettably, many schools in these communities are under resourced. They do not have sufficient and relevant library books, let alone digital resources. As a consequence, teaching and learning strategies have remained unchanged for decades. The field of critical pedagogy evolved through the initial work of Paulo Freire. This theory is underpinned by critical thinking about societal issues followed by action and reflection. When citizens are armed with such knowledge and skills, they can positively impact on the lives of the underprivileged. Critical pedagogy, however, is still struggling to find its meaningful place, particularly in higher education. This is largely due to the lack of effective strategies and critical educators. Share Engage Educate is an auto-ethnography which presents accounts of the initiatives that were undertaken to promote print and digital literacy in rural and remote schools in eight developing countries. It highlights the experiences of school leaders, teachers, university staff and students, and globally minded citizens working alongside local communities to enhance the quality of education for over 15,000 children in these schools. This book explores how critical pedagogy can unfold in educational spaces through knowledge sharing, engaging and in the process educating all stakeholders.

Combating Hatred describes actual events of deep-seated hatred and social injustice found in schools. It then examines educators' responses to this hatred. Through their actions these leaders became transformational not only in bringing social justice to schools but to entire communities as well. The narratives are presented in an interdisciplinary scholar/practitioner approach that combines theory and practice so that practical actions bring life to educational philosophies.

In this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers' professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.