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Reflexiones sobre los Salmos: Revela el significado de estos versos antiguos y preciados
by C. S. LewisUna hermosa obra maestra teológica del venerado C. S. Lewis en la que considera las porciones más poéticas de las Escrituras y lo que nos dicen sobre Dios, la Biblia y la fe.En este acertado y esclarecedor libro, C. S. Lewis, el gran escritor británico, erudito, teólogo laico, locutor, apologista cristiano y autor bestseller de Mero cristianismo, Las cartas del diablo a su sobrino, El gran divorcio, Las crónicas de Narnia y muchos otros amados clásicos, examina los Salmos. A medida que Lewis revela el significado de estos versos poéticos intemporales, aclara su importancia en nuestra vida cotidiana y nos recuerda su poder para iluminar momentos de gracia.The Reflections on the PsalmsA beautiful masterpiece of the revered author&’s moving theological work in which he considers the most poetic portions from Scripture and what they tell us about God, the Bible, and faith.In this wise and enlightening book, C. S. Lewis—the great British writer, scholar, lay theologian, broadcaster, Christian apologist, and bestselling author of Mere Christianity, The Screwtape Letters, The Great Divorce, The Chronicles of Narnia, and many other beloved classics—examines the Psalms. As Lewis divines the meaning behind these timeless poetic verses, he makes clear their significance in our daily lives, and reminds us of their power to illuminate moments of grace.
Reflexive Kompetenzentwicklung in der Lehrer*innenbildung: Mit Podcasts im ePortfolio auf dem Weg zur Professionalität
by Annette BusseReflexion gilt als Kernkompetenz pädagogischen Handelns im Lehrer*innenberuf, dennoch ist sie hinsichtlich ihrer Didaktisierung und Förderung umstritten. Die Studie konzeptualisiert das Modell der reflexiven Kompetenzentwicklung auf Grundlage von Elementen professioneller Kompetenz, wobei Reflexion als Basiskonstante im Professionalisierungsprozess angehender Lehrer*innen zugrunde gelegt wird. Es wird aufgezeigt, dass durch Podcasts, die von Studierenden selbst erstellt werden, das didaktische Potential von ePortfolioarbeit lernwirksam nutzbar und eine reflexive Kompetenzentwicklung ermöglicht wird.
Reflexivity and Change in Adaptive Physical Activity: Overcoming Hubris (Disability Sport and Physical Activity Cultures)
by Donna Goodwin and Maureen ConnollyThis provocative and challenging book argues for the vital importance of critical self-reflexion in the field of adaptive physical activity (APA). It makes a powerful case for embracing discussions of the harm caused by ableist assumptions of the ideal body, maximizing capabilities and perfecting normativebased movement that dominate contemporary discourse in APA, and calls for more critical introspection about what APA is, how it is performed, and what might be needed to bring a collaborative relational ethic to this field. This book focuses on two key themes: Firstly, how ableism as a foundational belief system of APA is present in the undergraduate curriculum, professional preparation, professional practice, and organizational policies. Secondly, how to make the comfortable uncomfortable by openly debating the harm that results from non-reflexive (nondisabled) hubris in APA. The goal is to spark an exchange of ideas among scholars, practitioners, and organizational leaders and therefore to shift the paradigm from one of professional expertism to one that centres disability wisdom holders, bringing a fundamental change yo how we perform adaptive physical activity. This book is important, progressive reading for anybody with an interest in adaptive physical activity, adapted physical education, disability sport, inclusive education, the philosophy and ethics of disability and sport, or disability in wider society.
Reflexivity in Language and Intercultural Education: Rethinking Multilingualism and Interculturality (Routledge Studies in Language and Intercultural Communication)
by Fred Dervin Julie S. Byrd ClarkWith the impact of accelerated globalization, digital technologies, mobility, and migration, the fields of Applied Linguistics, Language, and Intercultural Education have been shifting. One shift in need of further exploration is that of systematic and coherent reflexivity in researching language and culture. This unique and timely book thus examines the significance of reflexivity as an integral process, particularly when researching the multifaceted notions of multilingualism and interculturality in education. It also contributes to current critical approaches to representations of languages and cultures in identity politics. As such, the authors offer innovative ways of engaging with reflexivity in teaching, learning, and research through multimodal and complex ways. The chapters span a diverse range of educational settings in Asia, Australia, Europe, and North America.
Refocusing School Leadership: Foregrounding Human Development throughout the Work of the School
by Robert J. StarrattRefocusing School Leadership departs from the more traditional conceptualization of leadership, looking behind the daily routines of human resource leaders to highlight the assumptions and values and beliefs they bring to their work as well as the values and meanings embedded in the various contexts of school life. Starratt explores how educational leadership is grounded in one’s own humanity as well as in a deep appreciation of the richness, complexity, and enormous potential of people, and he attempts to restore the centrality of human development in the work of educating the young—education is not simply about educating minds, but about developing whole persons. Starratt argues for a refocusing of educational leadership on affirming and enabling those talents, dispositions, interests, life experiences, and cultural proficiencies that comprise their humanity to enrich the work of learning. The vision of the school should speak of the extraordinary possibilities for human achievement in our young people, as well as the talents of their teachers to nurture those possibilities. Starratt’s focus on leadership as human resource development will energize the efforts of faculty, staff, and students to improve the quality of learning—the primary work of schools. This book is a valuable resource to prepare aspiring leaders, whether administrators or teachers, to deal with the way schools are currently run and to imagine and create better ways to promote quality learning for all.
Refocusing the Self in Higher Education: A Phenomenological Perspective (Routledge Research in Higher Education)
by Glen ShermanIn higher education literature, theories of learning and development have largely been adapted from psychology to the exclusion of basic insights from philosophy. This volume addresses the gaps in higher education’s theoretical base created by this inattention to philosophy and reflects on the significance of the history of philosophy for the field of higher education. Key insights from phenomenological and then deconstructive philosophy are explained in an accessible and useful way and woven into a practical theory of the student-subject and its implications for learning and development. Finally, narrative theory is introduced in conjunction with these philosophical considerations as the author considers alternative ways of conceptualizing the student, the student’s experience, and the unification of the curricular, co-curricular, and extracurricular aspects of higher education.
Reform and Change in Higher Education: International Perspectives (Routledge Library Editions: Higher Education #19)
by James Mauch Paula SabloffOriginally published in 1995, Reform and Change in Higher Education is composed of 9 essays originally presented at a symposium, "International Perspectives on the Relationship Between Governments and Universities," and a UNESCO Forum of Experts on Strengthening Capacities for Research in Higher Education. Papers explore how government policy affects universities and how universities influence government. This collection presents case studies of educational reform and change in 10 nations, focusing on the changing role of government involvement in higher education. The book deals comparatively with planned change in systems of higher education initiated by central governments and with the character and dynamics of state-university relationships, both collectively and individually.
Reform and Literacy Education: History, Effects, and Advocacy
by Sarah HochstetlerA critical resource for literacy educators and graduate students, this volume investigates key moments in the development of literacy education and provides a much-needed overview of where, when, and how efforts to shape education influence literacy teaching, as well as what literacy educators can do to advocate for themselves, their students, and the profession. Organized around three themes—history, effects, and advocacy—this volume offers a nuanced exploration of the complex issues surrounding literacy education, and suggests coherent approaches to evaluating and understanding the various policies and reform efforts, and their impacts on literacy teaching and learning. Chapter authors draw on a variety of research– and practice-based perspectives to explore the impact of reform on literacy and literacy education, and examine the evolution of literacy education, providing much-needed historical context for shifts in policies and models in the field.
Reform as Learning: School Reform, Organizational Culture, and Community Politics in San Diego
by Hugh Mehan Mary Kay Stein Lea Ann HubbardLooking closely at the recent reform efforts in San Diego, this book explores the full range of critical issues pertaining to urban school reform. Drawing on the systemic school reform initiative that was launched in San Diego in the 1990s, this book explores all layers of the school reform process - from leadership in the central office, to work with principals and teachers, to the impact on how teachers worked with students in the classroom. The authors draw on careful ethnographic research collected over the entire four years of the San Diego reforms, in order to identify, not only how teachers, principals and other district educators were shaped by the large-scale reforms, but also the ways in which the reform unfolded. In doing so, the book shows more broadly how actors throughout a school system can change the views of leaders and impact the larger reform process.
Reform of Chinese Journalism Education Driven by Media Convergence
by Wen CaiThis book explores the significant changes in Chinese journalism education in response to the rapid development of digital and new media technologies.It emphasizes the need for journalism education reform to keep pace with changing times and cultivate talents with an international outlook, innovative capabilities, and professional skills. It begins by exploring the concept of media convergence and its historical development, as well as the challenges and opportunities it presents for journalism and communication education. In particular, it explains how media convergence affects the demand for journalistic talent and changes the concept of journalism education in China. The author then presents practical examples of journalism education reform in China, including innovations in talent development models, curriculum reforms, and textbook improvements. A case study of reform practices in a top journalism school in China adds depth to the discussion of educational reform and core curriculum development. The author also discusses unresolved issues in journalism education reform, such as the scale of education, the positioning of talent cultivation, and the construction of faculty teams, and proposes solutions.The book will appeal to scholars and students of journalism education, journalism and new media, Chinese journalism, and Chinese studies.
Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region
by Chris Forlin Ming-Gon John LianThis ground-breaking book considers current perspectives on special education reform in the Asia-Pacific region. It has a major focus on a new era of special education, and how this relates to education reform towards inclusive education. With major changes being proposed under current educational reform and confusion as to how to instigate these measures, this book provides ways to better prepare teachers. It is helpfully divided into three different sections of education reform: "Education Reform in the Asia-Pacific region" reviews broad trends and issues in special education across the region, including Taiwan, Korea, Australia, India, China and Hong Kong. "Preparing Teachers to work in Inclusive Classrooms" focuses on curricula and pedagogical practices for teacher education. This section considers different approaches to preparing teachers such as cross-categorical, collaborative, innovations, and the impact of teachers’ attitudes, perceptions and concerns on inclusion. "Effective Special & Inclusive Practices" draws upon evidence–based research to provide best practice models to assist in developing inclusive school communities. Each section addresses a list of objectives and questions; suggests best practice pedagogy; and concludes with a support section with useful websites and suggested professional development activities. This book will interest teachers, teacher educators, university lecturers in education and post graduate students.
Reformar sin mayorías. La dinámica del cambio constitucional en México: 1997-2012 La dinámica del cambio constitucional en México: 1997-2012
by María Amparo Casar Ignacio Marván Lorenzo Córdova Sergio López Aylión Eric Magar Francisca Pou Giménez José María Serna José Antonio Caballero Miguel Carbonell¿Cómo se han conseguido los cambios constitucionales que México necesita durante la etapa de los gobiernos sin mayoría en el Congreso?Reformar sin mayorías es producto de una investigación colectiva auspiciada por el Programa de las Naciones Unidas para el Desarrollo (PNUD-México) que analiza los cambios constitucionales en México durante la etapa de los gobiernos sin mayoría en el Congreso.A partir de una documentación puntual de la evolución, contenido y sentido del reformismo constitucional, María Amparo Casar e Ignación Marván --coordinadores de este libro-- refutan la tesis de que, durante los años de gobiernos sin mayoría, México ha caído en una parálisis legislativa producto de la imposibilidad de llegar a acuerdos. Asimismo, ponen en claro que la frecuencia y el número de reformas a la Constitución mexicana no son tan excepcionales cuando se las compara con las de otras latitudes, que la política del cambio constitucional ha sido fruto de la colaboración entre las tres principales fuerzas políticas del país y que, de ninguna manera, los cambios negociados durante estos últimos quince años pueden calificarse como insignificantes o triviales.Por el contrario, los estudios que forman parte de este libro muestran que, sobre todo en aspectos como los derechos humanos, el sistema penal o la rendición de cuentas, han modificado en forma significativa el régimen constitucional de México. Otra cosa es, desafortunadamente, que los profundos cambios constitucionales muchas veces queden sólo en el papel.
Reformation Hermeneutics and Literary Language in Early Modern England: Faith in the Language (Early Modern Literature in History)
by Jamie H. FergusonThe expressive and literary capacities of post-Reformation English were largely shaped in response to the Bible. Faith in the Language examines the convergence of biblical interpretation and English literature, from William Tyndale to John Donne, and argues that the groundwork for a newly authoritative literary tradition in early modern England is laid in the discourse of biblical hermeneutics. The period 1525-1611 witnessed a proliferation of English biblical versions, provoking a century-long debate about how and whether the Bible should be rendered in English. These public, indeed institutional accounts of biblical English changed the language: questions about the relation between Scripture and exegetical tradition that shaped post-Reformation hermeneutics bore strange fruit in secular literature that defined itself through varying forms of autonomy vis-a-vis prior tradition.
Reformation Readings of Paul: Explorations in History and Exegesis
by Michael AllenDid the Protestant Reformers understand Paul correctly? Has the church today been unduly influenced by Reformation-era misreadings of the Pauline epistles? These questions—especially as they pertain to Martin Luther's interpretation of the Pauline doctrine of justification—have been at the forefront of much discussion within biblical studies and theology in light of the New Perspective on Paul. But that leads to another question: Have we understood the Reformers correctly? With that in mind, these essays seek to enable a more careful reading of the Reformers' exegesis of Pauline texts. Each chapter pairs a Reformer with a Pauline letter and then brings together a historical theologian and a biblical scholar to examine these Reformation-era readings of Paul. In doing so, this volume seeks a better understanding of the Reformers and the true meaning of the biblical text.
Reformatory Schools: For the Children of the Perishing and Dangerous Classes and for Juvenile Of (Cambridge Library Collection - British And Irish History, 19th Century Ser.)
by Mary CarpenterFirst published in 1969. Routledge is an imprint of Taylor & Francis, an informa company.
Reformed American Dreams: Welfare Mothers, Higher Education, and Activism
by Sheila M. KatzReformed American Dreams explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. Half of the participants in Sheila M. Katz’s research were activists with the grassroots welfare rights organization, LIFETIME, trying to change welfare policy and to advocate for better access to higher education. Reformed American Dreams takes up their struggle to raise families, attend school, and become student activists, all while trying to escape poverty. Katz highlights mothers’ experiences as they pursued higher education on welfare and became grassroots activists during the Great Recession.
Reforming Boston Schools, 1930 to the Present
by Joseph Marr CroninBoston's schools in 2006 won the Eli Broad Prize for the Most Improved Urban School System in America. But from the 1930s into the 1970s the city schools succumbed to scandals including the sale of jobs and racial segregation. This book describes the black voices before and after court decisions and the struggles of Boston teachers before and after collective bargaining. The contributions of universities, corporations and political leaders to restore academic achievement are evaluated by one who observed Boston schools for forty years.
Reforming Education and Challenging Inequalities in Southern Contexts: Research and Policy in International Development (Education, Poverty and International Development)
by Pauline Rose; Madeleine Arnot; Roger Jeffery; Nidhi SingalThis book offers in-depth analyses of how education interacts with social inequality in Southern contexts. Drawing on a range of disciplinary frameworks, it presents new analyses of existing knowledge and new empirical data which define the challenges and possibilities of successful educational reform. It is a tribute to the work of the late Christopher Colclough who, as a leading figure in education and international development, played a key role in the global fight for education for all children. The book critically engages with international evidence of educational access, retention and outcomes, offering new understandings of how social inequalities currently facilitate, mediate or restrict educational opportunities. It exposes the continuing influence of wealth and regional inequalities, and caste and gendered social structures. Researchers in Ethiopia, Ghana, India, Pakistan and Uganda highlight how the aspirations of families living in poverty remain unfilled by poor quality education and low economic opportunities and how schools and teachers currently address issues of gender, disability and diversity. The book highlights a range of new priorities for research and identifies some necessary strategies for education reform, policy approaches and school practice, if educational equality for all children is to be achieved. The book will be of great interest for researchers, scholars, educational practitioners and policy-makers in the fields of economics, politics and sociology of education, international education, poverty research and international development.
Reforming Education and Changing Schools: Case studies in policy sociology (Routledge Library Editions: Sociology of Education #10)
by Stephen J. Ball Richard Bowe Anne GoldThe Education Reform Act introduced in England and Wales in 1988 brought about enormous changes in schools, both as management units and as educational institutions. This book, first published in 1992, was the first to look at the effects of the Act in all its aspects on the basis of empirical evidence gathered from schools over the first three years of the Act's implementation. It looks at how change is being achieved in the Local Management of Schools, the influence of the market on schools, the introduction of the National Curriculum and the place of Special Needs provision in the new education scene. This book will be of interest to all who want to know about educational reform in Britain. It will also be of interest to those in the fields of education policy, educational management and sociology of education.
Reforming Education in Developing Countries: From Neoliberalism to Communitarianism (Routledge Research in International and Comparative Education)
by Izhar OplatkaUnderpinned in the stream of thought named ‘communitarianism’, Reforming Education in Developing Countries argues that developing countries need educational reforms that are tightly entwined into their cultural, social, and organizational contexts. It questions the applicability of neoliberal reforms in developing societies, through an analysis of the main elements of neoliberalism in education. It highlights the critical role of the community and suggests new and alternative lines of thought for the practice of reform initiation and implementation in developing countries. The book criticizes major neoliberal ideas in education, illuminates the distinctions between current neoliberal reforms and the characteristics of traditional societies, analyzes major educational ideologies in the developed world, and emphasizes the key role of local communities in this world. It proposes a dynamic model of reforming education in these countries that includes three major phases and integrates both modern and traditional (indigenous) educational purposes and values. Evocative ponderings are outlined throughout the book to promote critical thinking and reframing of educators' views towards educational reform and change. This book will be of great interest to researchers and students in the fields of educational leadership, educational policy, educational change, comparative education, political science, and sociology. It will also appeal to educators, supervisors, and policymakers.
Reforming Education: From Origins to Outcomes (Educational Change And Development Ser.)
by Benjamin LevinAmbitious programs of education reform have been introduced by many governments around the world. Reforming Education is an important study of large-scale education reform in five different settings: England, New Zealand, the Canadian provinces of Alberta and Manitoba and the US state of Minnesota. The book looks at a variety of reforms covering: school choice; charter schools; increased testing of students; stricter curriculum guidelines; and local school management.Drawing from theoretical and empirical work in education, political theory, organizational theory and public administration, Reforming Education provides a clearly developed conceptual framework of analyzing reform programs. The author reviews the political origins of the reforms, the process of adoption into law, the implementation processes used to support the reforms and the results of the reforms for students, schools and communities.
Reforming Higher Education
by Christine Musselin Pedro N. TeixeiraThis book analyzes the reforms that led to a differentiated landscape of higher education systems after university practices and governance were considered poorly adapted to contemporary settings and to their new missions. This has led to a growing institutional differentiation in many higher education systems. This differentiation has certainly contributed to making the institutional landscape more diverse across and within higher education systems. This book covers this diversity. Each part corresponds to a different but complementary way of looking at reforms and highlights what can be learnt on specific cases by adopting a specific perspective. The first part analyzes the ongoing reforms and their evolution, identifies their internal contradictions, as well as the redefinitions and reorientations they experience, and reveals the ideas, representations, ideologies and theories on which they are built. The second part includes comparison between countries but also other comparative perspectives such as how one reform is developed in different regions of the same country, as well as how comparable reforms are declined to different sectors. The last part addresses the impact of the reforms. What is known about the effectiveness of such instruments on higher education systems? This part shows that reforms provoke new power games and reconfigure power relations.
Reforming Higher Education in Vietnam: Challenges and Priorities (Higher Education Dynamics #29)
by Grant Harman Thanh Nghi Pham Martin HaydenVietnam is a dynamic member of the community of Southeast Asian nations. Consistent with aspirations across the region, it is seeking to develop its higher education system as rapidly as possible. Vietnam's approach stands out, however, as being extremely ambitious. Indeed, it may be at risk of attempting to do too much too quickly. By 2020, for example, Vietnam expects its higher education system to be advanced by modern standards and highly competitive in international terms. This vision faces many challenges. The economy, though growing rapidly, remains reliant on the availability of unskilled labour and the exploitation of natural resources, and decision making in many areas of public life continues to be hamstrung by a legacy of over-regulation and centralised control. A large number of goals and objectives have been set for reform of the higher education system by 2020. The success of these reforms will have a major bearing on the future quality of the system. This sober assessment Vietnam's global competitiveness forms a backdrop to the subject matter of this book, that is, the state of Vietnam's higher education system. The book provides a comprehensive and scholarly review of various dimensions of the higher education system in Vietnam, including its recent history, its structure and governance, its teaching and learning culture, its research and research commercialisation environment, its socio-economic impact, its strategic planning processes, its progress with quality accreditation, and its experience of internationalisation and privatisation.
Reforming Learning and Teaching in Asia-Pacific Universities
by Robert Fox Chi-hung Clarence Ng Michiko NakanoThis book focuses on learning and teaching as the core business ofhigher education and explores reformative efforts in response to the influencesof globalised processes in three advanced economies in the Asia-Pacific region:Japan, Hong Kong and Australia. This is a significant book as it adds tolimited discussions on the globalisation of learning debates, and scholarlyreflections on the links between globalised processes and changing educationalpractices, critical to understanding the current challenges and optionsavailable for charting future development for universities in the Asia-Pacificregion and beyond. It rejects an essentialising perspective that considerschanges as inevitable and uniform. Instead it considers negotiations,arguments, and even resistance as competing forces and integral components ofthe process of reforming pedagogical practices in Asia-Pacific universities. This book discusses globalised processes as a new context for reforminglearning and teaching and its focused discussions cover topics includingmeeting the needs of new student groups, new technological practices forchange, use of English as an international language, and challenges inassessment and quality assurance.
Reforming Lesson Study in Japan: Theories of Action for Schools as Learning Communities (WALS-Routledge Lesson Study Series)
by Yuta SuzukiThis book elucidates the formation and development of theories of action in school reforms for Schools as Learning Communities (SLC) during ten years from its inception in 1998 in select Japanese elementary schools, junior high schools, and one secondary school. While growing international interest in Japanese lesson study is in pursuit of a standard lesson study, Suzuki offers a unique perspective into school reforms for SLC and how they resisted the standardization of lesson study out of concerns that it would limit a teacher’s autonomous judgment and choice. Through a theory-of-action approach in its examination of the pilot schools for SLC, this book clarifies: • Why did teachers reform lesson study? • What were the difficulties in reforming lesson study? • Why were teachers working on school reform for SLC? • Why did the school reform for SLC evolve from an elementary school to the junior high schools and high schools? This book provides a theoretical foundation for reviewing the past efforts and histories of Japanese lesson study reforms, and will interest academics and practitioners looking for insights into the future of lesson study.