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Books > Social sciences > Education > Organization & management of education
Educational technologies have revolutionized the learning and
teaching environments. Offline/online applications and social media
have changed the conventional learning and teaching habits and
competencies. In terms of learners, it has been empirically proven
that the use of educational technologies in the classroom make
learning easier and more enjoyable. On the other hand, it also
poses threats to students such as cyberbullying and online
addiction. While exploiting the opportunities of technological use
in the classroom, educators must also remain vigilant and formulate
ways to overcome the challenges and risks brought by technology.
Enriching Teaching and Learning Environments With Contemporary
Technologies is an essential research publication that aims to
present exemplary practices of technology use and their management
in pedagogical purposes in learning and teaching environments. The
book also analyzes problems that may arise and develops policies on
educational technologies and the exploitation of technology with
pedagogical purposes as part of the discussion to solve these
challenges. Featuring a wide range of topics such as augmented
reality, mass media, and religious education, this book is ideal
for educators who want to use technology in class, educational
administrators who have responsibilities for developing policies on
educational technologies and managing the use of them, and
researchers who want to carry out a deep investigation into the
subject. Additionally, educational software developers,
academicians, instructional designers, curriculum developers,
education professionals, and students will also benefit from the
research contained within the book.
Racial segregation and desegregation practices have deeply impacted
the teacher pipeline, contributing to historical assumptions of
teaching as a white profession. The Brown vs Board of Education
rulings, while couched within a narrative of social progress, have
instead been a step backwards for racial equity in schools. The
authors use Critical Race Theory and Critical Whiteness Studies to
demonstrate how teachers of color are racialized through the
centering of whiteness in schools, minoritized in contrast to their
white counterparts, and de-centered through performativities of
race and whiteness as ideologies. The authors share "small teaching
episodes" from eight Black, Latina, and Asian female teachers who
all work in predominantly white schools, illuminating the ways the
teachers resisted discourses of whiteness by enacting agency within
their teaching contexts. From the historical backdrop of racism and
segregation to theoretical underpinnings, the counterstories of the
teachers presented in this book indicate how teachers might utilize
their personal experiences of marginalization to problematize
invisible racism, colorblindness, and white neutrality, moving
towards an empowered sense of self. The collective narrative
highlights the potential for culturally relevant and sustaining
pedagogies to support teachers of color in negotiating whiteness
and working for social justice.
Education, Occupation and Social Origin is a must-read book for
anyone even faintly interested in social inequality. Comparing
across many cohorts in 14 nations, the disheartening conclusion
that here emerges is the lack of any genuine equalization of life
chances. Advantage breeds advantage and, alas, educational
expansion has not proven to be the great social leveler. This
volume delivers the most up-to-date evidence, and it does it with
scientific rigor and bravura. From the first to the last page this
is world-class scholarship that will define our research agenda for
many years to come.' - Gosta Esping-Andersen, Pompeu Fabra
University, Spain Questioning the assumption that education is the
'great social equalizer', this book takes a comparative approach to
the Social Origin-Education-Destination triangle by examining
advantage in 14 different countries, including case studies from
Europe, Israel, the USA, Russia and Japan. Contributions from
leading experts examine the relation between family background,
education and occupational achievement over time and across
educational levels, focussing on the relationship between
individuals' social origins and their income and occupational
outcomes. Providing new theoretical insights, this book eloquently
analyses a variety of barriers to social mobility. Using concepts
of compensatory and boosting advantage to explain the
intergenerational transmission of social inequality, it refutes the
notion of contemporary societies as education-based and
meritocratic, showing that in most of the countries studied there
is no sign of decreasing intergenerational association, despite the
expansion of education. With its multitude of pertinent case
studies, Education, Occupation and Social Origin will be of
interest to academics and students of social policy as well as
those interested in social inequalities and their evolution over
time. It will also be a useful reference for governmental policy
makers in the wake of the current economic crisis. Contributors: S.
Arita, G. Ballarino, E. Bar Haim, C. Barone, F. Bernardi, A.
Bessudnov, E. Bihagen, C. Blank, M. Bouchet-Valat, M. Gratz, J.
Harkoenen, T. Keller, F. Lagana, A. Mastekaasa, N. Panichella, C.
Peugny, R. Pollack, P. Robert, Y. Sato, Y. Shavit, J. Tolsma, F.
Torche, L.-A. Vallet, L. Vandecasteele, M.H.J. Wolbers
Give students the repeated practice they need to master the reading
skill of making inferences, and succeed on tests! Each of the 35
reproducible pages features a high-interest fiction and nonfiction
reading passage with bubble-test practice questions that target
this essential reading comprehension skill. Flexible and easy to
use--in school or at home--the book also includes model lessons,
pre- and post-assessments, and an answer key.
Digital technologies are transforming economies and societies
around the world. As such, markets demand new types of skills and
competences that students must learn in order to be successful. IT
and emerging technologies can be integrated into educational
institutions to improve teaching methods and academic results as
well as digital literacy. IT and the Development of Digital Skills
and Competences in Education compiles critical research into one
comprehensive reference source that explores the new demands of
labor markets in the digital economy, how educational institutions
can respond to these new opportunities and threats, the development
of new teaching and learning methods, and the development of
digital skills and competences. Through new theories, research
findings, and case studies, the book seeks to incite new
perspectives to understandings of the challenges and opportunities
of the utilization of IT in the education sector around the world.
Due to innovative topics that include digital competence,
disruptive technologies, and digital transformation, this book is
an ideal reference for academicians, directors of schools,
vice-chancellors, education and IT experts, CEOs, policymakers in
the field of education and IT, researchers, and students.
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