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There has recently been a societal push to better achieve equity
for all, with many bringing to light the bias, racism, and
discrimination that many factions face on a daily basis. Naturally,
integrating diversity and social inclusion thoughts into the
classroom is one of the best ways to start changing the mindset of
society and promoting more inclusive practices in the next
generations. Therefore, diversity and social inclusion have become
common approaches in the planning and management of primary,
secondary, and higher education schools in many international
contexts. However, there are certainly challenges that must be
overcome in developing these new practices and their implementation
within teacher curriculum. Instilling Diversity and Social
Inclusion Practices in Teacher Education and Curriculum Development
provides an analysis of educational inclusion practices and
identifies university students' voices on diversity and social
inclusion. It further assesses teacher performance in an
international online training context and promotes a model of
curriculum development on diversity and social inclusion. Covering
topics such as culturally competent teachers, student academic
achievement, and attitudes towards diversity, this premier
reference source is an excellent resource for teacher educators,
pre-service teachers, administrators and educators of both K-12 and
higher education, social workers, researchers, and academicians.
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Education in Childhood (Hardcover)
Olga Maria Alegre de la Rosa, Luis Miguel Villar Angulo, Carla Giambrone
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R3,454
R3,226
Discovery Miles 32 260
Save R228 (7%)
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Ships in 10 - 15 working days
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There has recently been a societal push to better achieve equity
for all, with many bringing to light the bias, racism, and
discrimination that many factions face on a daily basis. Naturally,
integrating diversity and social inclusion thoughts into the
classroom is one of the best ways to start changing the mindset of
society and promoting more inclusive practices in the next
generations. Therefore, diversity and social inclusion have become
common approaches in the planning and management of primary,
secondary, and higher education schools in many international
contexts. However, there are certainly challenges that must be
overcome in developing these new practices and their implementation
within teacher curriculum. Instilling Diversity and Social
Inclusion Practices in Teacher Education and Curriculum Development
provides an analysis of educational inclusion practices and
identifies university students' voices on diversity and social
inclusion. It further assesses teacher performance in an
international online training context and promotes a model of
curriculum development on diversity and social inclusion. Covering
topics such as culturally competent teachers, student academic
achievement, and attitudes towards diversity, this premier
reference source is an excellent resource for teacher educators,
pre-service teachers, administrators and educators of both K-12 and
higher education, social workers, researchers, and academicians.
This book builds on the tradition of concern for university
innovation that has characterised higher education throughout the
world. It recognises the university needs for continuous
development of students and faculty. It involves recommendations
applicable to classroom teaching, thus providing a bridge between
research and practice. It helps readers meet some university
challenges and build effective universities for present times. For
all those reasons, we believe that this book is right. The need for
renewed focus on innovation in higher education stems from several
sources. First, some social and educational agencies are expressing
dissatisfaction with the performance of the general higher
education system. Although we do not agree with the criticism, many
universities around the world assume their responsibility for
launching research projects, and programs for promoting quality in
teaching and learning within their faculty and community. Second,
the world in which universities operate is changing noticeably.
Colleges and universities are experiencing basic changes in student
admission and placement. In the nearest future the student body
will be over 25 years of age. Students will need methodologies to
access learning materials and participate in online actions and
communications over the Internet at their own convenience. The
third reason for a special attention on university innovations
comprises market competition in society. Students are annually
evaluating the value of any university degree based upon their
perceptions on quality in flexible teaching, resources and new
educational technologies, campus and classroom learning
environments, services and fees. Students are demanding more than a
piece of paper as a premium placed on a college degree. They
envisage universities must provide the major guide and best way for
finding jobs and career progress. Fourth, colleges and universities
are encouraging the development of long-distance education and
massive open online courses. Government agencies foster competition
among institutions, in order to provide powerful mental tools to
help students to master tough subjects. Besides, private higher
education institutions are emerging and competing for students with
those of the public sector. Finally, some books outline improvement
processes needed by faculty members to undertake curriculum and
teaching innovations. However, very few claim to describe the
teaching competencies needed by university faculty who work in
higher education classroom settings. Furthermore, universities
offering innovation programs and courses use those competencies to
identify learning change and teacher and student progress toward
curriculum development.
This book is concerned with teaching for students at a university
level and faculty development. This book will look at how teaching
and research can be brought into a closer relationship. This book
welcomes research-based articles on the practice of higher
education, specifically those manuscripts that span a wide range of
teaching and faculty development issues and trends occurring
internationally.
The book Research on University Teaching and Faculty Development:
International Perspectives contains twenty-five solid and powerful
chapters treating research aspects that reflect current university
issues in ten countries. The book has been written by 60 proficient
educators and accredited researchers. They have explored university
teaching and faculty development as a field of inquiry that uses
qualitative and quantitative methodological approaches for studying
almost forty university topics. These themes range from academic
planning, accountability, and action research to change in teacher
education. The question of a relationship between university
teaching and teacher induction is first introduced in the book to
train future teachers with techniques and social elements that
require a scientific rather than an artistic approach to reflective
practices. Eight chapters inquire why some university campuses
produce more/better collaborative teaching and change
predisposition in higher education. The sort of attempt to discover
activeness during teaching practice and to define the nature of the
induction year may well provide a path to some basic understanding
and offers tremendous research potential into the teaching
profession. The second section of the book regards faculty
development as an enigma. Written throughout five chapters, it
stresses expert-novice studies to make coherent sense out of
experience within the faculty. The action research approach is a
basic method to studying active teaching/assessment and,
accordingly, to an understanding of the forces resulting in the
internal consistency of the learning communitys styles and
processes. A crucial point is the female perspective at the higher
education level that has permeated the culture of justice. The
third part of the book contains six chapters of a quality nature.
Governments and funding initiatives are focusing on the provision
of university leadership development as a vehicle for renewing
curriculum and quality assurance. The major beneficiaries of a
well-run university change system in higher education are the
students and graduates of any age, social and personal condition.
New research on student assessment is unique among academic
responsibilities in providing a direct linkage between learning
activities and quality assurance, strategic decision-making
processes. In this respect, how universities interpret inclusive
education for students with developmental disabilities, and
establishing structural relationships with society are important
strategic matters to improve the functioning of the universitys
organisation. Technology as an agent of university change is the
fourth part of the book. It covers six chapters dealing with the
impact of digital technology on traditional academic practices.
Students' navigating discourses seem appropriate to enhance
university learning because they intersect knowledge, competencies,
confidence, information, and communication. The present day routine
of Web 2.0 instruments in university teaching includes the use of
computer generation and storage, to create and disseminate
artifacts of undergraduate and graduate students.
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Catan
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R889
Discovery Miles 8 890
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