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Arts-Based Methods in Education Around the World aims to
investigate arts-based encounters in educational settings in
response to a global need for studies that connect the cultural,
inter-cultural, cross-cultural, and global elements of arts-based
methods in education. In this extraordinary collection,
contributions are collected from experts all over the world and
involve a multiplicity of arts genres and traditions. These
contributions bring together diverse cultural and educational
perspectives and include a large variety of artistic genres and
research methodologies. The topics covered in the book range from
policies to pedagogies, from social impact to philosophical
conceptualisations. They are informative on specific topics, but
also offer a clear monitoring of the ways in which the general
attention to the arts in education evolves through time.
Problem and Project Based Learning (PBL) has been well used as an
educational philosophy and methodology in the construction of
student centered and contextualized learning environment. PBL is
also regarded as an effective method in producing engineering
graduates who can not only meet the needs of professional
competences, but also are prepared for new challenges in the
globalized and technological context. However, can PBL be a
solution to the challenge of a general lack of university students
studying engineering and technology in many countries. The book
reports an ethnographical study on the learning experiences of
engineering students in the PBL environment in Denmark. This book
also attempts to question the issue of diversity in engineering
education via the exploration of whether or in which ways the PBL
environment is friendly to diverse groups of learners such as
women.
As the number of international students in Chinese higher education
increases steadily, this volume is one of the first to focus on
their many and varied experiences. With contributions focusing on
such topics as intercultural adaptation, soft power and
interculturality, language learning strategies and the
intercultural, and transformations in perspective, this volume
provides the reader with a broad overview of the latest advances in
the field of interculturality and study abroad. While the book will
appeal to a global audience of researchers, practitioners and
students with an interest in Chinese higher education, it will also
be of interest to all those who remain intrigued by conceptual and
methodological issues of interculturality.
This thematic volume explores the relationship between the arts and
learning in various educational contexts and across cultures, but
with a focus on higher education and organizational learning.
Arts-based interventions are at the heart of this volume, which
addresses how they are conceived, designed, carried out, and
assessed in different higher educational and cultural contexts.
Readers will discover diverse perspectives of the contributing
authors from across the world and from a variety of settings:
formal education, informal learning for adults and organisational
learning. A necessary introductory conceptualisation sets the stage
for the discussion of the different cases, with chapters presented
according to the art forms the address: performing arts, dance,
music, language arts, visual arts, multi-arts and a conclusive
chapter on future perspectives for arts-based educational
approaches. Arts-based Methods and Organisational Learning: Higher
Education Around the World will inspire and inform both scholars
and practitioners who are dealing with the arts in education and
organisations.
As the number of international students in Chinese higher education
increases steadily, this volume is one of the first to focus on
their many and varied experiences. With contributions focusing on
such topics as intercultural adaptation, soft power and
interculturality, language learning strategies and the
intercultural, and transformations in perspective, this volume
provides the reader with a broad overview of the latest advances in
the field of interculturality and study abroad. While the book will
appeal to a global audience of researchers, practitioners and
students with an interest in Chinese higher education, it will also
be of interest to all those who remain intrigued by conceptual and
methodological issues of interculturality.
This thematic volume explores the relationship between the arts and
learning in various educational contexts and across cultures, but
with a focus on higher education and organizational learning.
Arts-based interventions are at the heart of this volume, which
addresses how they are conceived, designed, carried out, and
assessed in different higher educational and cultural contexts.
Readers will discover diverse perspectives of the contributing
authors from across the world and from a variety of settings:
formal education, informal learning for adults and organisational
learning. A necessary introductory conceptualisation sets the stage
for the discussion of the different cases, with chapters presented
according to the art forms the address: performing arts, dance,
music, language arts, visual arts, multi-arts and a conclusive
chapter on future perspectives for arts-based educational
approaches. Arts-based Methods and Organisational Learning: Higher
Education Around the World will inspire and inform both scholars
and practitioners who are dealing with the arts in education and
organisations.
In China, talent development has been one of the key areas of
attention in national focus for the development of science and
technology, education, and other areas over the past three decades,
and it is especially emphasized in the national outline for medium-
and long-term educational reform and development. Beijing is the
leading city in educational reform, especially in the area of
gifted education in mainland China. Over the past 35 years, through
constant exploration and research, a comprehensive gifted education
system called the Beijing Model of Gifted Education and Talent
Development (BMGETD) has gradually been developed. This book
presents a summary of the educational practices used in, and the
research done on the BMGETD over these decades. This includes
several patterns for gifted education, such as acceleration in
special classes, special classes without acceleration, enrichment
within regular classes, and a joint program among high schools,
universities, and professional academic institutions.
School culture is playing an increasingly important role in school
performance and educational development. Within the national
campaign in China for the innovative and sustainable development of
education, local governments in Beijing Municipality have
encouraged and facilitated educational innovation toward better
school culture. In recent years various initiatives have been
undertaken by a select group of schools to develop strategies and
further action toward innovation and change. This book documents an
investigation of how teachers and principals perceive school
culture development in China. A survey was conducted among 1,992
informants from 37 schools (located in four different districts) in
Beijing Municipality. The results of this study indicated that the
respondents had overall positive perceptions of school culture
construction and development in the educational change process. In
general, they showed a positive attitude toward the school culture
improvement initiatives, reported satisfaction about their current
school culture and held confidence in the direction their school
culture is heading. The study demonstrated that certain factors,
such as school geographical location and respondents' job duty, job
title, and gender, make a difference in how participants perceive
their school's culture. Teachers and principals from a less
economically developed district had less awareness of, involvement
in, and understanding of school culture development in all its
aspects. A notable gap between teachers and principals was
identified in their perception of the core values and norms of the
school and of communication between teachers and principals. This
study suggests that for educational development to be further
carried forward successfully, there is an urgent need for better
distribution of educational resources (both financial and
leadership), common understanding, agreed-upon goals, and efficient
communication between principals and teachers. Keywords Educational
philosophy, Ethics, Chinese context, Gender, Learning
In recent decades, medicine and health education has been
challenged worldwide by changes in its profession. Being a doctor
nowadays encompasses much more than having biomedical knowledge and
includes interdisciplinary skills related to societal needs,
communication skills, and ethical consideration, among other
things. In order to provide these skills and competences, many
medical schools are implementing changes in different aspects of
the education. These changes are also occurring in China. In the
past twenty years, medical education in China has initiated a
series of reforms. The current reforms have mainly been led by the
Ministry of Education and Ministry of Health. These initial actions
have evidenced both positive and negative attitudes and reactions.
Is there a need to make further reforms and changes? If so, in what
aspects? This book documents a national investigation of attitudes
from teaching staff on the reforms and changes. Nearly 1800
teaching staff from 23 medical universities participated in this
investigation. The results suggest that sustainable educational
change demands not only supports from policy-makers and
leaderships, but also active participation from teaching staff. In
order for the implementation of reforms and changes to be
successful, two factors are essential from the teaching staff's
perspective. First, it is important for teaching staff to gain a
deep understanding of educational reform and change, and second,
they should develop appropriate skills to be able to conduct the
reforms through their teaching practice. To provide these two
factors, institutional facilitation is necessary and crucial.
This book examines how the two educational systems of China and the
Nordic countries intersect. Over the past decade, there has been
increased growth and interaction between China and the Nordic
countries due to both government encouragement and academic
curiosity. This book rejects a simplistic approach that presents
both spaces as culturally uniform, confronting 'East' and 'West'
entities, and suggests a comparative and contrastive approach that
is critical and reflexive in both theory and methodology. This does
not solely concentrate on difference, but emphasises similarities,
including studies on philosophical, conceptual and methodological
issues. This nuanced edited collection will appeal to students and
scholars of Nordic and Chinese education as well as globalisation
and interculturality.
This book examines how the two educational systems of China and the
Nordic countries intersect. Over the past decade, there has been
increased growth and interaction between China and the Nordic
countries due to both government encouragement and academic
curiosity. This book rejects a simplistic approach that presents
both spaces as culturally uniform, confronting 'East' and 'West'
entities, and suggests a comparative and contrastive approach that
is critical and reflexive in both theory and methodology. This does
not solely concentrate on difference, but emphasises similarities,
including studies on philosophical, conceptual and methodological
issues. This nuanced edited collection will appeal to students and
scholars of Nordic and Chinese education as well as globalisation
and interculturality.
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