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Wissenschaftliche Weiterbildung als Ermöglichungskontext: Eine Rekonstruktion bildungs- und berufsbiographischer Prozesse und Orientierungen (Theorie und Empirie Lebenslangen Lernens)
by Christina MöllerUniversitäre wissenschaftliche Weiterbildung kann in verschiedenen Lebensphasen zum bedeutsamen bildungs- und berufsbiographischen Ermöglichungskontext werden. Vor dem Hintergrund gesellschaftlicher Entwicklungen wie dem demografischen Wandel, Fachkräftemangel und der Entwicklung zur Wissensgesellschaft ermöglicht wissenschaftliche Weiterbildung nicht nur Wissensaneignung, sondern kann auch identitäre Suchprozesse begleiten und berufliche Veränderungen ermöglichen. Dem geht die Autorin mittels biographischer Erzählzeugnisse von Studienabsolvent*innen eines theologischen Weiterbildungsmasters nach.
Barron's SAT Subject Test in Literature 2007
by Christina Myers-ShafferComprehensive preparation for the test formerly called SAT II: Literature is presented here with seven practice tests, two diagnostic tests, and three interpretive skills practice sets. Students will also find reference material to help them develop critical reading skills, analyze literature, and write papers. A helpful chapter titled "Writing to Learn" teaches critical reading skills and the literary elements by showing students how to develop their own writing skills.
The Writing Center Director's Resource Book
by Christina Murphy Byron L. StayThe Writing Center Director's Resource Book has been developed to serve as a guide to writing center professionals in carrying out their various roles, duties, and responsibilities. It is a resource for those whose jobs not only encompass a wide range of tasks but also require a broad knowledge of multiple issues.The volume provides information on the most significant areas of writing center work that writing center professionals--both new and seasoned--are likely to encounter. It is structured for use in diverse institutional settings, providing both current knowledge as well as case studies of specific settings that represent the types of challenges and possible outcomes writing center professionals may experience. This blend of theory with actual practice provides a multi-dimensional view of writing center work.In the end, this book serves not only as a resource but also as a guide to future directions for the writing center, which will continue to evolve in response to a myriad of new challenges that will lie ahead.
Mobile-Mindful Teaching and Learning: Harnessing the Technology That Students Use Most
by Christina MooreThis book provides faculty and instructors with an introductory guide to integrating mobile learning in their courses. Recognizing that a smartphone is the first and main piece of technology anyone owns, with ownership exceeding 95% for those aged 18-29, with a sizable minority of these being smartphone-dependent; and that instructors are relying on technology for teaching and learning more than ever; this book addresses the imperative that course materials and interactions be increasingly available through the technology that students use most often. Dispelling the notion that mobile learning is for the tech-savvy and adventurous, mobile-mindful teaching offers teachers a way to take a few steps at a time, share options with students, and progressively develop ideas and practices. The book invites you to explore your own way into mobile learning.Christina Moore stresses two principles as you engage with mobile learning--intention and fluidity. This begins with mindfully implementing mobile learning opportunities so that students see the usefulness of learning via phone; and recognizing the fluid learning environments in which students learn so you can offer online modalities and functions appropriate to purpose and situations.The book opens with a “start with self” section on How to Be a Mobile Mindful Learner, offering ideas on exploring the almost infinite available online resources in your discipline to curate a rich and ever-expanding compilation of ideas for use in your scholarly work and teaching; and identifying different types of learning (digital reading, audio and visual learning, and social learning) across multiple devices and contexts to consider as you develop your course.The section “Toward Mobile-Mindful Teaching” explores ways to add mobile options to existing learning materials and how they and the LMS functions you use are rendered on a phone by taking a mobile test drive through your course.Christina Moore shows how, by building up your mobile learning skills to be a more productive scholar and developing habits that feed your curiosity and creativity, you can start planning how you can create fluid learning opportunities for your students they can access across devices, time, and space, and take advantage of found moments of time and informal spaces.
Unterstützung datenbasierter Schulentwicklung: Eine multiperspektivische Governancestudie zu Koordinationsprozessen bei der Schulinspektion (Educational Governance #58)
by Christina LuigIn diesem Open-Access-Buch werden mittels Experteninterviews aus verschiedenen Akteursperspektiven Koordinationsprozesse zwischen Schulleitung, Schulaufsicht, Schulinspektion und Schulentwicklungsberatung untersucht. Es ist ein seit Jahren robuster Befund, dass sich der Transfer von Ergebnissen der Schulinspektion in die Schulentwicklungspraxis nicht im erwarteten Maße erfüllt. In der Hoffnung auf nachhaltigere Effekte an Schulen gerät bei der Diskussion um Schulinspektion in Deutschland die Zusammenarbeit beteiligter Akteure zunehmend in den Fokus der Aufmerksamkeit. Christina Luig arbeitet anhand von Experteninterviews aus verschiedenen Akteursperspektiven Modi der Handlungskoordination heraus und identifiziert vorherrschende Handlungslogiken, die auf Steuerungsproblematiken und Rollenkonflikte im Akteurskonglomerat hinweisen. So lassen sich die Transferbedingungen von Inspektionsdaten in die Schulentwicklungspraxis besser verstehen und Überlegungen skizzieren, in welche Richtung sich Schulinspektion weiterdenken lassen sollte.
Environmental Justice as Social Work Practice
by Christina L. EricksonThis book places the natural environment as central to practice. Utilizing the Phases of Practice and micro to macro levels of practice, the book integrates neatly into a college semester course. Chapters cover important components of social work such as theory, ethics, conceptual foundations as well as distinct chapters on micro, mezzo, and macro practice. Each chapter expands the discipline's commitment to and applied efforts in the environmental movement while recognizing the unique contributions social work has to offer to ameliorate environmental inequities. Chapters include real-world stories from environmental social work practitioners, case studies, and boxed sections highlighting organizations and people who bridge the human and natural justice divide. Each chapter concludes with learning activities and critical thinking questions providing learning activities that map easily to a course syllabus. A matrix identifying the placement of educational competencies from the Council on Social Work Education is included. The textbook provides a framework for social work educators to bravely and competently teach environmental social work as a stand-alone college course or to incorporate into a traditional practice course.
The New College Classroom
by Cathy N. Davidson Christina KatopodisWhat the latest science of learning tells us about inspiring, effective, and inclusive teaching at the college level.College instruction is stuck in the past. If a time traveler from a century ago arrived on today’s campuses, they would recognize only too well the listlessness of the lecture hall and the awkward silence of the seminar room. Yet we know how to do better. Cathy N. Davidson and Christina Katopodis, two of the world’s foremost innovators in higher education, turn to the latest research and methods to show how teachers at every kind of institution can help students become independent, creative, and active learners.The New College Classroom helps instructors in all disciplines create an environment that is truly conducive to learning. Davidson and Katopodis translate cutting-edge research in learning science and pedagogy into ready-to-use strategies to incorporate into any course. These empirically driven, classroom-tested techniques of active learning—from the participatory syllabus and ungrading to grab-and-go activities for every day of the term—have achieved impressive results at community colleges and research universities, on campus, online, and in hybrid settings.Extensive evidence shows that active-learning tools are more effective than conventional methods of instruction. Davidson and Katopodis explain how and why their approach works and provide detailed case studies of educators successfully applying active-learning techniques in their courses every day, ensuring that their students are better prepared for the world after college.
Supporting Student Affairs Professionals: New Directions for Community Colleges, Number 166 (J-B CC Single Issue Community Colleges)
by C. Casey Ozaki Anne M. Hornak Christina J. LuncefordStudent affairs and services play a critical role in student learning and success, as well as the level at which community colleges meet institutional outcomes. The evolution of student affairs as a field and recognition of its role in student experiences underscore its importance in the effort to provide qualityeducation to college students. This volume provides a framework for excellence in student affairs work at community colleges, including assessing quality and outcomes for program development and accreditation. The authors explore: Excellence in preparing and developing professionals at multiple stages in their careers Creating and using professional standards and competencies Understanding the role of accreditation in professional practice. The issue also includes a discussion of implications for community college student affairs preparation and practice.This is the 166th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Posthuman Research Practices in Education
by Carol A. Taylor Christina HughesHow do we include and develop understandings of those beyond-the-human aspects of the world in social research? Through fifteen contributions from leading international thinkers, this book provides original approaches to posthumanist research practices in education. It responds to questions which consider the effect and reach of posthuman research.
Posthuman Research Practices in Education
by Carol A. Taylor Christina HughesHow do we include and develop understandings of those beyond-the-human aspects of the world in social research? Through fifteen contributions from leading international thinkers, this book provides original approaches to posthumanist research practices in education. It responds to questions which consider the effect and reach of posthuman research.
Prezi Cookbook
by Christina Hoyer Charlotte OlssonThis book is intended for both beginners who want to get started with Prezi as well as experienced users who want to enhance their knowledge of Prezi. If you are a seasoned presenter, you can use this book to quickly transfer your presentation skills to Prezi. If you are new to presenting, the guidelines and tips in this book take you by the hand and guide you to complete mastery of Prezi.
Aspiration and Anxiety: Asian Migrants and Australian Schooling
by Christina HoThe children of Asian migrants are often perceived to be perfect students: ambitious, studious and compliant. They are remarkably successful-routinely outperforming other students in exams, dominating selective school intakes, and disproportionately winning places at prestigious universities. While their hard work and success have been praised, their achievements have ignited fierce debates about whether their migrant parents are 'pushing too hard', or whether they ought to be lauded for their commitment to education. Critics see a dark side, symbolised by the 'tiger mother' who is obsessed with producing overachieving 'dragon children'. What is often missing in these debates is an understanding of what drives Asian migrant parents' approaches to education. This book explores how aspirations for their children's future reinforce their anxieties about being newcomers in an unequal society.
Language and HIV/AIDS
by Bonny Norton Christina HigginsThis volume focuses on the role of language in the construction of knowledge about HIV/AIDS in diverse regions of the world. The collection of studies yields helpful insights about the discursive construction of this knowledge in both formal and informal contexts, while demonstrating how the tools of applied linguistics can be exercised to reveal a deeper understanding of the production and dissemination of this knowledge. The authors use a range of qualitative methodologies to critically explore the role of language and discourse in educational contexts in which various and sometimes competing forms of knowledge about HIV/AIDS are constructed. They draw on various forms of discourse analysis, ethnography, and social semiotics to interpret meaning-making practices in HIV/AIDS education in Australia, Cambodia, Burkina Faso, Hong Kong, India, South Africa, Tanzania, Thailand, and Uganda.
Reconceptualizing Early Career Teacher Mentoring as Reggio-Inspired: Insights from Collaborative Research with Art Teachers (Routledge Research in Teacher Education)
by Christina Hanawalt Brooke HofsessReconceptualizing Early Career Teacher Mentoring as Reggio-Inspired presents an innovative approach to early career art teacher mentoring informed by both the philosophy of Reggio Emilia and an ontology of immanence while simultaneously illuminating the experiences of the teacher-participants as co-inquirers within the contemporary milieu of public education in the United States. Readers are invited to travel with a group of teacher educators and early career PK-12 art teachers across a four-year journey to experience the evolving nature of a collaborative inquiry through mentoring-as-research, the Teacher Inquiry Group (TIG). The authors share significant insights regarding what it means to be an early career art teacher––especially in an educational climate steeped in neoliberal agendas, standardization, and accountability––and make potent suggestions for re-visioning entrenched approaches to mentoring and professional learning that better account for the inherent complexities of teaching in schools. Advocating for more complex understandings regarding teacher subjectivity and the contextual forces at work in schools, the authors provoke an expanded vision of how mentoring can be imagined, practiced, and lived in current educational contexts. The authors employ key orientations grounded in the Reggio Emilia philosophy to reimagine an under-researched and undertheorized area of study in art education-––early career teacher mentoring––that has implications for teachers at all levels and across all disciplines. This volume is essential reading for scholars and professionals across the fields of art education, teacher preparation, teacher education, and mentoring. It will appeal to educational researchers, K-12 practitioners, teacher educators, and administrators working with new teachers, as well as those interested in mentoring, Reggio Emilia, professional learning and development, art and aesthetic education, and emergent, process-oriented research methodologies.
Reconceptualizing Early Career Teacher Mentoring as Reggio-Inspired: Insights from Collaborative Research with Art Teachers (Routledge Research in Teacher Education)
by Christina Hanawalt Brooke HofsessReconceptualizing Early Career Teacher Mentoring as Reggio-Inspired presents an innovative approach to early career art teacher mentoring informed by both the philosophy of Reggio Emilia and an ontology of immanence while simultaneously illuminating the experiences of the teacher-participants as co-inquirers within the contemporary milieu of public education in the United States.Readers are invited to travel with a group of teacher educators and early career PK-12 art teachers across a four-year journey to experience the evolving nature of a collaborative inquiry through mentoring-as-research, the Teacher Inquiry Group (TIG). The authors share significant insights regarding what it means to be an early career art teacher––especially in an educational climate steeped in neoliberal agendas, standardization, and accountability––and make potent suggestions for re-visioning entrenched approaches to mentoring and professional learning that better account for the inherent complexities of teaching in schools. Advocating for more complex understandings regarding teacher subjectivity and the contextual forces at work in schools, the authors provoke an expanded vision of how mentoring can be imagined, practiced, and lived in current educational contexts. The authors employ key orientations grounded in the Reggio Emilia philosophy to reimagine an under-researched and undertheorized area of study in art education-––early career teacher mentoring––that has implications for teachers at all levels and across all disciplines. This volume is essential reading for scholars and professionals across the fields of art education, teacher preparation, teacher education, and mentoring. It will appeal to educational researchers, K-12 practitioners, teacher educators, and administrators working with new teachers, as well as those interested in mentoring, Reggio Emilia, professional learning and development, art and aesthetic education, and emergent, process-oriented research methodologies.
The Cultural Politics of Queer Theory in Education Research
by Christina Gowlett and Mary Lou RasmussenThe Cultural Politics of Queer Theory in Education Research represents the editors’ intention to disrupt cycles of thinking about the place of queer theory in educational research. The book aims to encourage dialogue about the objects and subjects of queer research, the forms of politics incited by the use of queer theory in education, and the methodological approaches used by scholars when queer(y)ing. The contributions to this book come from those who find queer theory problematic, as well as from those who continue to see a productive place for queer research in education, however that may be defined. The editors have collected contributions that attend to the boundaries that are placed around queer research in education by researchers themselves, and by peers, ethics committees, funding bodies and university and government bureaucracies. Considering how key researchers in gender and education identify with, or deliberately distance themselves from, queer theory, this collection grapples with the contemporary cultural politics of doing queer theoretical work in different education spaces and places. In short, it seeks to disrupt what people think they already know about the ‘place’ of queer theory in education. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.
AP Q&A World History: With 600 Questions and Answers (Barron's AP)
by Christina Giangrandi M.A.Barron&’s brand new AP Q&A World History features 600 questions and explanations covering all AP World History concepts. Practice includes all exam question types so students can apply the skills they learned in class, and answer explanations help students review and understand the content.AP Q&A World History doesn&’t just explain why an answer is correct—students will learn the rationale behind why each other answer choice is incorrect, helping them understand the key concepts and how to apply them on exam day.Practice questions and comprehensive explanations help students review history from the foundations of civilization circa. 600 B.C.E. to world cultures of the twenty-first century. AP Q&A World History is specifically created to help students hone critical thinking skills and practice with all AP-style question types, such as multiple-choice, numeric response, and short and long free-response questions.Looking for in-depth content review along with realistic practice tests? Try Barron's AP World History with Online Tests for even more prep.
Buddy's New Buddy (Growing with Buddy #3)
by Christina GeistThe newest picture book in the New York Times bestselling Buddy series is about being yourself through-and-through while going back to school and trying to make new buddies!After Buddy&’s best friend moves away, he doesn&’t know what to do: Who will he high five at school? Who will he play robo chargers with at lunch? Who will be his field trip partner? Buddy feels he has nothing in common with anyone.... Until a new student shows up who might just be a buddy in the making! And best of all: Buddy can be completely himself with her. This third book in New York Times bestselling author Christina Geist&’s heartwarming and humorous series explores evergreen social-emotional themes like authenticity and friendship-building--right in time for back-to-school season.
Sorry, Grown-Ups, You Can't Go to School! (Growing with Buddy #2)
by Christina GeistThis fun role-reversal picture book will help reluctant students get excited to go back to school!It's just another school morning...until Mom, Dad, Grandma, and even Bow-wow the dog BEG the kids to let them come to school, too! Dad can tie his own shoes--why can't he come? Mom is all ready with her brand-new backpack--she's allowed, right? No! Only kids and teachers! Christina Geist's warm, interactive story is the perfect tool for parents of kids who are reluctant or nervous about going to school. The fun refrain--"Sorry, grown-ups! You can't go to school! Only kids and teachers! Only kids and teachers!"--brilliantly paints school as something exclusive and desirable...which kids can access! Tim Bowers's lively illustrations enhance the fun and heighten the hilarity. This is sure to be a back-to-school classic in many families and classrooms!
Communication in Atypical Infants and Toddlers
by Christina F. PapaeliouThis book presents a comparative review of the latest studies and data on prelinguistic communication and early semantic development in autism spectrum disorder (ASD), Williams syndrome (WMS), attention-deficit/hyperactivity disorder (ADHD), and early language delay. Papaeliou offers a critical analysis of the literature, compares key theoretical approaches, and interprets data on development in atypical populations.A fruitful synthesis of theory and research reveals that, instead of cognitive deficits, the core feature of these neurodevelopmental disorders consists of deficits in the ability for self- and intersubjective coordination, which adversely affects early interactions and, consequently, the emergence of language. The book composes fragmentary proposals on the role of rhythm disruptions in different conditions, setting out the idea that disruption in interactional synchrony is a connecting thread through neurodevelopmental disorders which show high prevalence or high comorbidity rates. Papaeliou identifies distinct communicative patterns characteristic of each disorder and puts forward a unifying theory for interpreting data on early communication and language development in atypical populations.This is ideal reading for psychologists, psycholinguists, psychiatrists, paediatricians, speech therapists, and special educators. Students in developmental psychology and anyone interested in understanding the research behind typical and atypical development will also benefit from this text.
Critical Religious Education in Practice: A Teacher's Guide for the Secondary Classroom
by Angela Wright Andrew Wright Christina Easton Angela GoodmanCritical Religious Education in Practice serves as an accessible handbook to help teachers put Critical Religious Education (CRE) into practice. The book offers straightforward guidance, unpicking some of the key difficulties that teachers encounter when implementing this high-profile pedagogical approach. In-depth explanations of CRE pedagogy, accompanied by detailed lesson plans and activities, will give teachers the confidence they need to inspire debate in the classroom, tackling issues as controversial as the authority of the Qur’an and the relationship between science and religion. The lesson plans and schemes of work exemplify CRE in practice and are aimed at empowering teachers to implement CRE pedagogy across their curriculum. Additional chapters cover essential issues such as differentiation, assessment, the importance of subject knowledge and tips for tackling tricky topics. The accompanying resources, including PowerPoint presentations and worksheets, are available via the book’s companion website. Key to developing a positive classroom culture and promoting constructive attitudes towards Religious Education, this text is essential reading for all practising and future teachers of Religious Education in secondary schools.
Towards Discursive Education: Philosophy, Technology, and Modern Education
by Christina E. ErnelingAs technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journal articles on how computers and the Internet affect learning. She critiques the influential pedagogical theories informing the use of computers in schools - in particular those of Jean Piaget and 'theory of mind' psychology. Erneling introduces and argues for a discursive approach to learning based on the philosophy of Ludwig Wittgenstein and the psychology of Lev Vygotsky. This book not only addresses an urgent pedagogical problem in depth, but also challenges dominant assumptions about learning in both developmental psychology and cognitive science.
Home Education in Historical Perspective: Domestic pedagogies in England and Wales, 1750-1900
by Christina De BellaigueThis book is the first publication to devote serious attention to the history of home education from the late eighteenth to the early twentieth century. It brings together work by historians, literary scholars and current practitioners who shed new light on the history of home-schooling in the UK both as a practice and as a philosophy. The six historical case studies point to the significance of domestic instruction in the past, and uncover the ways in which changing family forms have affected understandings of the purpose, form and content of education. At the same time, they uncover the ways in which families and individuals adapted to the expansion of formalised schooling. The final article - by philosopher and Elective Home Education practitioner and theorist Richard Davies - uncovers the ways in which the historical analysis can illuminate our understanding of contemporary education. As a whole, the volume offers stimulating insights into the history of learning in the home, and into the relationship between families and educational practice, that raise new questions about the objectives, form and content of education in the past and today. This book was originally published as a special issue of the Oxford Review of Education.
Pineapple Cake Upside Down
by Christina D. HuffmanThe monkey family makes and eats pineapple upside-down cake.
New England Rocks
by Christina CourtenayA high-born British boarding-school girl is exiled to America—and meets a hunky punk rocker who turns her world upside down . . . When wealthy Rain Mackenzie is expelled from her elite British boarding school, she’s forced to join her parents in Massachusetts and attend a lowly public high school as punishment. Determined to escape, Rain makes it her mission to hate everything—and everybody—about Northbrooke High. But that mission becomes impossible when she meets sexy punk rocker Jesse Devlin. Jesse has spikey hair, a pierced eyebrow, and an awesome rock band. Unfortunately, he also has a girlfriend. As the most popular guy in school, it’s only natural that Jesse dates the most popular girl. But something just feels right about Rain. And besides, she has an accent like James Bond’s, only sexier. In this story of transatlantic teen romance, “Courtenay crafts a spectacular, fun-filled book” (RT Book Reviews).