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This book offers a collection of original, peer-reviewed studies by
scholars working to develop a knowledge base of teaching and
facilitating self-study research methodology. Further, it details
and interconnects perspectives and experiences of new self-study
researchers and their facilitators, in self-study communities in
different countries and across different continents. Offering a
broad range of perspectives and contexts, it opens up possibilities
for encouraging the collaborative and continuous growth of teaching
and facilitating self-study research within and beyond the field of
teacher education. The breadth of the scholarship presented expands
scholarly discussions concerning designing, representing, and
theorising self-study research in response to pressing educational
and social questions. By documenting and understanding what
teaching and learning self-study looks like in different contexts
and what factors might influence its enactment, the book
contributes to building a kaleidoscopic knowledge base of
self-study research. Overall, this book demonstrates the impact on
participants' professional learning and validates the authenticity
and generative professional applications of self-study methodology
for and beyond teacher education, providing implications and
recommendations for practitioners on a global level.
This book offers a collection of original, peer-reviewed studies by
scholars working to develop a knowledge base of teaching and
facilitating self-study research methodology. Further, it details
and interconnects perspectives and experiences of new self-study
researchers and their facilitators, in self-study communities in
different countries and across different continents. Offering a
broad range of perspectives and contexts, it opens up possibilities
for encouraging the collaborative and continuous growth of teaching
and facilitating self-study research within and beyond the field of
teacher education. The breadth of the scholarship presented expands
scholarly discussions concerning designing, representing, and
theorising self-study research in response to pressing educational
and social questions. By documenting and understanding what
teaching and learning self-study looks like in different contexts
and what factors might influence its enactment, the book
contributes to building a kaleidoscopic knowledge base of
self-study research. Overall, this book demonstrates the impact on
participants' professional learning and validates the authenticity
and generative professional applications of self-study methodology
for and beyond teacher education, providing implications and
recommendations for practitioners on a global level.
The year 2014 marks the one hundredth anniversary of the
assassination of Archduke Franz Ferdinand of Austria, and the
beginning of the conflict that would become known as World War I.
In addition to the devastating loss of human life, the Great War
was also responsible for the destruction of historic buildings and
monuments, the theft of precious artworks, and the burning of
untold numbers of books. Ravaged uses this anniversary as a
poignant gateway to a greater discussion of the effect of war on
artistic heritage. Beginning with the Trojan War and weaving a
compelling cross-cultural narrative that ends in the 21st-century
Middle East, this affecting publication explores how cultural
treasures often became silent victims of armed conflict.
Illustrations highlight over two hundred artworks and relics, which
are often featured alongside complementary written reflections from
contemporary artists. This thoughtful book is a graceful homage to
centuries of lost artistic treasures. Distributed for Mercatorfonds
Exhibition Schedule: M-Museum, Leuven (03/19/14-09/01/14)
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