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Transnational Writing Program Administration (G - Reference, Information And Interdisciplinary Subjects Ser.)
by David S. MartinsWhile local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education. Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational. This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.
Transnationalisierungsräume: Schulkultur zwischen Internationalisierung und Interkulturalität (Schule und Gesellschaft #65)
by Merle Hummrich Merle Hinrichsen Paula Paz MatuteDas Buch zeigt die pädagogische Bedeutung von Globalisierungsprozessen in der Institution Schule. Diese lässt sich anhand von zwei Dimensionen markieren: der Internationalisierung von Schule und der Relevanz von ethnischer Diversität. Wie sich Schulkulturen auf diese Prozesse beziehen und wie sie damit einhergehende Anforderungen bearbeiten, wird theoretisch mit dem Konzept der Transnationalisierung aufgeschlüsselt. Zudem wird herausgearbeitet welche Möglichkeitsräume für Bildungsteilhabe sich in diesem Zusammenhang für Jugendliche eröffnen.
Transnationalism, Education and Empowerment: The Latent Legacies of Empire (Routledge Research in Education)
by Niranjan CasinaderTransnationalism, Education and Empowerment challenges the prevailing notion that transnationalism is concerned fundamentally with the process of enhanced global population movement that has been allied with modern globalisation. Instead, it argues that transnationalism is a state of mind, disassociated from the notion of ‘place,’ that can be observed equally in societies of the past. Drawing on the context of colonial Sri Lanka and the British Empire, the book discusses how education in the British Empire was the means by which some marginalised groups in colonised societies were able to activate their transnational dispositions. Far from being a universal oppressor of colonised people, as argued by postcolonial scholarship, colonial education was capable of creating pathways to life improvement that did not exist before the European colonial period, providing agency to those who did not possess it prior to colonial rule. The book begins by exploring the meaning of transnationalism, arguing that it needs to be redefined to meet the realities of past and current global societies. It then moves on to examine the ways education was used within the period of 18th and 19th century European colonialism, with a particular emphasis on Sri Lanka and other parts of the former British Empire. Drawing from examples of his own family’s ancestry, Casinader then discusses how some marginalised groups in parts of the British Empire were able to use education as the key to unlocking their pre-existing transnational dispositions in order to create pathways for more prosperous futures. Rather than being subjugated by colonial education, they harnessed the educational aspects of British colonial education for their own goals. This book is one of the first to contest and critically evaluate the contemporary conceptualisation of transnationalism, particularly in the educational context. It will be of key interest to academics, researchers and postgraduate students in the fields of education, the history of education, imperial and colonial history, cultural studies and geography.
Transnationalism, Gender and the History of Education
by Deirdre Raftery and Marie ClarkeIn the past decade, historians have begun to make use of the optic of ‘transnationalism’, a perspective used traditionally by social anthropologists and sociologists in their study of the movement and flow of ideas between continents and countries. Historical scholarship has adopted this tool, and in this book historians of education use it to add nuance and depth to research on gender and education, and particularly to the education experiences of women and girls. The book brings together a group of internationally-regarded scholars, who are doing important research on transnationalism and the social construction of gender, with particular reference to education environments such as schools and colleges. The book is therefore very much at the cutting-edge of theoretical and methodological advances in the history of education.This book was originally published as a special issue of the History of Education.
The Transnationally Partnered University
by Peter H. Koehn Milton O. ObambaAnalyzing the growing importance of the transnational higher education landscape and the role of African universities, Koehn and Obamba show how transnational partnerships among universities can inform policy, strengthen synergies between knowledge producers and knowledge users, and advance sustainable-development practice.
Transparent Design in Higher Education Teaching and Leadership: A Guide to Implementing the Transparency Framework Institution-Wide to Improve Learning and Retention (Higher Education Ser.)
by Peter Felten Ashley Finley Mary-Ann Winkelmes Allison Boye Suzanne TappThis book offers a comprehensive guide to the Transparency in Learning and Teaching (TILT) framework that has convincingly demonstrated that implementation increases retention and improved outcomes for all students. Its premise is simple: to make learning processes explicit and equitably accessible for all students. Transparent instruction involves faculty/student discussion about several important aspects of academic work before students undertake that work, making explicit the purpose of the work, the knowledge that will be gained and its utility in students’ lives beyond college; explaining the tasks involved, the expected criteria, and providing multiple examples of real-world work applications of the specific academic discipline. The simple change of making objective and methods explicit – that faculty recognize as consistent with their teaching goals – creates substantial benefits for students and demonstrably increases such predictors of college students’ success as academic confidence, sense of belonging in college, self-awareness of skill development, and persistence. This guide presents a brief history of TILT, summarizes both past and current research on its impact on learning, and describes the three-part Transparency Framework (of purposes, tasks and criteria). The three sections of the book in turn demonstrate why and how transparent instruction works suggesting strategies for instructors who wish to adopt it; describing how educational developers and teaching centers have adopted the Framework; and concluding with examples of how several institutions have used the Framework to connect the daily work of faculty with the learning goals that departments, programs and institutions aim to demonstrate.
The Transparent State: Architecture and Politics in Postwar Germany
by Deborah Ascher BarnstoneExamining the transformation of transparency as a metaphor in West German political thought to an analogy for democratic architecture, this book questions the prevailing assumption in German architectural circles that transparency in governmental buildings can be equated with openness, accessibility and greater democracy.The Transparent State traces the development of transparency in German political and architectural culture, tying this lineage to the relationship between culture and national identity, a connection that began before unification of the German state in the eighteenth century and continues today. The Weimar Republic and Third Reich periods are examined although the focus is on the postwar period, looking at the use of transparency in the three projects for a national parliament - the 1949 Bundestag project by Hans Schwippert, the 1992 Bundestag building by Gunter Behnisch and the 1999 Reichstag renovation by Norman Foster.Transparency is an important issue in contemporary architectural practice; this book will appeal to both the practising architect and the architectural historian.
The Transparent Teacher: Taking Charge of Your Instruction with Peer-Collected Classroom Data
by Trent Kaufman Emily GrimmA new paradigm for teachers to open their classrooms and cultivate deep professional learning Teaching is an isolating profession. Most educators receive minimal feedback on their craft, typically limited to one or two short visits from the administrator each year. While some schools do encourage their teachers to observe peers, the usual protocol is for new teachers to watch the veteran, exemplary educators, but those less experienced educators could benefit immensely from having peers observe them in action. Teacher-Driven Observation is unique in that it places the observed teacher as leader of the work, the one who identifies a personal area for development, engages her colleagues in the collection of classroom data, and utilizes the data collected to inform her ongoing instruction. Offers a new model for collecting data to inform and improve individual instruction Includes a step-by-step process for implementing Teacher-Driven Observations Contains a comprehensive case study that clearly demonstrates the value of the Teacher-Driven Observation model This book outlines and illustrates a step-by-step process for breaking down professional isolation and cultivating opportunities for meaningful learning through the Teacher-Driven Observation process.
Transpecies Design: Design for a Posthumanist World
by Michael Zaretsky Adrian Parr ZaretskyIn May 2019, the United Nations released the Global Assessment Report on Biodiversity and Ecosystem Services which warned that human activities will drive nearly one million species to extinction in a few decades. The primary reasons for this are habitat loss and biodiversity demise caused by changing climate, pollution, introducing nonindigenous species, clearing land, over population, and consumption. Given this situation, humans must change course as both human wellbeing and the wellbeing of other-than-human species are imbricated in one another. One way humanity can accomplish the needed transformation is to move beyond an anthropocentric view of life by embracing a transpecies approach that is premised upon interconnected flourishing.Transpecies design, as outlined in this book, offers a new approach to regenerating the natural environment while honoring biodiversity. Rather than presenting the human experience as the goal of design, transpecies design takes the inextricable linkages connecting living things as both its starting point and end goal. As such, it moves beyond human experience serving as the fundamental ingredient for making better design processes and decisions.This book is essential reading for artists, designers, and architects, as well as students of architecture, landscape architecture, interior architecture, art, product design, urban design, planning, environmental philosophy, and cultural studies.
Transpersonal Leadership in Action: How to Lead Beyond the Ego
by Duncan EnrightHow can leaders promote diversity, equality and inclusion? What does it mean to let go of leadership? How do learning, feedback and coaching help us become better leaders? Following the success of Leading Beyond the Ego, this book shows how to apply transpersonal leadership – practiced leaders who are radical, ethical, authentic and act beyond their own interests to create high-performing organisations – in a wide range of contexts. It considers the attributes of transpersonal leaders and how they transform organisations by building strong, collaborative relationships and a caring, sustainable and performance-enhancing environment. Shining a light on the way forward for senior leaders and HR and talent professionals, the book covers: Characteristics of transpersonal leaders such as purpose, ethics and adult development Impact of transpersonal leaders on global organisations, during digital transformation and change and through crises Case studies of transpersonal leadership in different contexts including in India and East Asia, when leading remotely, in HR and politics Transpersonal Leadership in Action is essential reading for senior leaders, HR professionals and those responsible for leader and organisational development.
Transportation and Sustainable Campus Communities: Issues, Examples, Solutions
by Spenser Havlick Will ToorColleges and universities across North America are facing difficult questions about automobile use and transportation. Lack of land for new parking lots and the desire to preserve air quality are but a few of the factors leading institutions toward a new vision based upon expanded transit access, better bicycle and pedestrian facilities, and incentives that encourage less driving. Transportation and Sustainable Campus Communities presents a comprehensive examination of techniques available to manage transportation in campus communities. Authors Will Toor and Spenser W. Havlick give readers the understanding they need to develop alternatives to single-occupancy vehicles, and sets forth a series of case studies that show how transportation demand management programs have worked in a variety of campus communities, ranging from small towns to large cities. The case studies in Transportation and Sustainable Campus Communities highlight what works and what doesn't, as well as describing the programmatic and financial aspects involved. No other book has surveyed the topic and produced viable options for reducing the parking, pollution, land use, and traffic problems that are created by an over-reliance on automobiles by students, faculty, and staff. Transportation and Sustainable Campus Communities is a unique source of information and ideas for anyone concerned with transportation planning and related issues.
Transverse Disciplines: Queer-Feminist, Anti-racist, and Decolonial Approaches to the University
by Simone Pfleger Carrie SmithFor at least a decade, university foreign language programs have been in decline throughout the English-speaking world. As programs close or are merged into large multi-language departments, disciplines such as German studies find themselves struggling to survive. Transverse Disciplines offers an overview of the current research on the humanities and the academy at large and proposes creative and courageous ideas for the university of the future. Using German studies as a case study, the book examines localized academic work in Australia, Canada, the United Kingdom, and the United States in order to model new ideas for invigorated thinking beyond disciplinary specificity, university communities, and entrenched academic practices. In essays that are theoretical, speculative, experimental, and deeply personal, contributors suggest that German studies might do better to stop trying to protect existing national and disciplinary arrangements. Instead, the discipline should embrace feminist, queer, anti-racist, and decolonial academic practices and commitments, including community-based work, research-creation, and scholar activism. Interrogating the position of researchers, teachers, and administrators inside and outside academia, Transverse Disciplines takes stock of the increasingly tenuous position of the humanities and stakes a claim for the importance of imagining new disciplinary futures within the often restrictive and harmful structures of the academy.
The Trapped Tiger: Independent Reading Gold 9 (Reading Champion #1076)
by Damian HarveyIn this world tale from Korea, Tiger tries to trick a young boy into helping him escape a pit. But Tiger soon discovers the cost of breaking a promise...This story is part of Reading Champion, a series carefully linked to book bands to encourage independent reading skills, developed with Dr Sue Bodman and Glen Franklin of UCL Institute of Education (IOE)Fantastic, original stories are accompanied by engaging artwork and a reading activity. Each book has been carefully graded so that it can be matched to a child's reading ability, encouraging reading for pleasure. Perfect for 5-7 year olds or those reading book band gold.
Trappole per allocchi: come liberarsi dalle cattive abitudini
by Siegbert ScheuermannQuesto libro vi si offre umoristicamente come uno specchio che vi consente di riconoscere le vostre abitudini e i vostri schemi usurati. Tra questi, quali riducono la qualità della vostra vita e come potete liberarvene? Ad esempio, desiderate fare esercizio fisico regolarmente, ridurre il vostro peso o smettere di fumare, ma la vostra mente trova sempre motivi per far sì che restiate ancora un po' a poltrire a letto la mattina, per considerare quel pezzettino di cioccolato un'eccezione o per rinviare l'inizio della vostra carriera di non fumatori? A quarant'anni siamo responsabili non solo del nostro peso, ma anche del nostro viso e della nostra postura. Le abitudini "nidificano" nel nostro pensiero, nelle nostre relazioni, nelle nostre espressioni facciali e nelle forme del nostro corpo. I primi passi per affrancarsi: Passo 1: un inventario nello zoo degli "animali abitudinari". Passo 2: l'analisi delle abitudini e dei modelli. Passo 3: la sostituzione delle cattive abitudini con quelle positive. Le intuizioni: 1) Il nostro cervello è spesso un'eccellente produttore di giustificazioni, che fa sì che tutto proceda secondo le solite routine. 2) Invece di lottare contro il pigrone che è in noi, dovremmo invitarlo a ballare e a volteggiarci elegantemente intorno. 3. Liberatevi dalle trappole per allocchi, dall'ingenuità, dall'incompetenza, dall'ignoranza, dall'incoerenza e dalle identificazioni dannose. Vi auguro di trascorrere ore di lettura divertenti e proficue! Il contenuto del libro è il risultato di 25 anni di lavoro di formazione in materia di comportamento e comunicazione con migliaia di partecipanti. Si basa sugli articoli pubblicati dell'autore nel Blog: "hirnschrittmacher"
Trauer an Schulen: Basiswissen und Hinweise zum Umgang mit Sterben und Tod
by Matthias Böhmer Georges SteffgenDas Buch befasst sich mit dem Umgang mit Trauer an Schulen. Es werden Trauerreaktionen von Kindern und Jugendlichen beschrieben und Trauergründe dargestellt: Tod aufgrund einer chronischen Erkrankung, plötzliche Todesfälle wie Suizid, Unfall und schwere zielgerichtete Gewalt. Entsprechende Interventionsmaßnahmen werden vorgestellt. Abschließend wird auf die Grenzen dieser Interventionsmaßnahmen in der Schule eingegangen.
Trauer in Zeiten der Corona-Krise: Eine qualitative Untersuchung zum Trauererleben weiblicher Adoleszenter während der Covid-19-Pandemie (BestMasters)
by Davina KlevinghausDie Covid-19-Pandemie tangiert das Alltagserleben zahlreicher junger Menschen in Deutschland mitunter gravierend. Wie kann es unter diesen Umständen gelingen, die Trauer nach dem Verlust einer nahestehenden Person in ein von Unabwägbarkeiten und radikalen Veränderungen geprägtes Leben zu integrieren? Welche Belastungen und Ressourcen rücken in Anbetracht der ubiquitären Bedrohung durch das Coronavirus besonders in den Fokus? Auf diese Fragen sowie auf weitere Spezifika des Trauererlebens weiblicher Adoleszenter im Zuge der Pandemie wird - rekurrierend auf Bezugstheorien der Trauer- und Stressforschung - der Schwerpunkt der vorliegenden Arbeit gerichtet. Die geführten Interviews deuten auf erhebliche interindividuelle Unterschiede im Pandemie- und Verlusterleben sowie in den Verarbeitungsformen der eigenen Trauer hin. Zugleich lassen sich zahlreiche geteilte Erfahrungen rekonstruieren. Insofern bieten die Analysen einen grundlegenden Reflexionsanlass im Hinblick auf die Partizipationsmöglichkeiten junger Menschen, den Zugang zu trauerbezogenen Unterstützungsangeboten sowie auf den gesamtgesellschaftlichen Umgang mit Sterben, Tod und Trauer.
The Trauma and Attachment-Aware Classroom: A Practical Guide to Supporting Children Who Have Encountered Trauma and Adverse Childhood Experiences
by Rebecca BrooksOffering teachers and other education staff guidance on how to work with children who have experienced trauma, this practical book is full of hands-on tips and guidance as to the most effective ways they can offer support. It covers a wide breadth of topics such as behavioural issues and home and school co-operation.
Trauma and Resilience in Music Education: Haunted Melodies
by Juliet Hess Deborah BradleyTrauma and Resilience in Music Education: Haunted Melodies considers the effects of trauma on both teachers and students in the music class- room, exploring music as a means for working through traumatic expe- riences and the role music education plays in trauma studies. The volume acknowledges the ubiquity of trauma in our society and its long-term deleterious effects while showcasing the singular ways music can serve as a support for those who struggle. In twelve contributed essays, authors examine theoretical perspectives and personal and societal traumas, providing a foundation for thinking about their implications in music education. Topics covered include: Philosophical, psychological, sociological, empirical, and narrative perspectives of trauma and resilience. How trauma-informed education practices might provide guidelines for music educators in schools and other settings Interrogations of how music and music education may be a source of trauma Distinguishing itself from other subjects—even the other arts—music may provide clues to the recovery of traumatic memory and act as a tool for releasing emotions and calming stresses. Trauma and Resilience in Music Education witnesses music’s unique abilities to reach people of all ages and empower them to process traumatic experiences, providing a vital resource for music educators and researchers.
Trauma-Informed Care in Social Work Education: Implications for Students, Educators, Pedagogy, and Field
by Lea Tufford and Arielle DylanStructured and informed by social justice orientations, this essential volume explores how trauma-informed care can be integrated in all aspects of social work education. This handbook incorporates a critical and ecologically focused lens with an emphasis on resilience, healing, and strengths-based approaches.With contributions from over 60 experts in the field of social work, education, psychology, and counselling, this comprehensive book provides current understandings of how trauma manifests in the lived experience of social work students. The book begins by introducing why trauma-informed care is needed in social work and addresses the reality of historical trauma. Each chapter views the social work student at the center of the educational journey and considers how trauma can shape experiences in various settings such as the classroom, curriculum, field, educational policy and community involvement, and support services. Chapters cover topics such as the neuroscience of trauma, poverty, disability, racism, experiential approaches, online course delivery, climate change, mindfulness, student mental wellbeing, and more.This handbook is a must-read for social work educators and field instructors who seek to prevent and lessen trauma in their social work pedagogy. It is also beneficial for undergraduate and graduate courses such as child and youth care, addiction services, and foundations of social work.
Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education
by Phyllis Thompson Janice CarelloThis book centers equity in the approach to trauma-informed practice and provides the first evidence-based guide to trauma-informed teaching and learning in higher education. The book is divided into four main parts. Part I grounds the collection in an equity approach to trauma-informed care and illustrates one or more trauma-informed principles in practice. Chapters in Part II describe trauma-informed approaches to teaching in specific disciplines. In Part III, chapters demonstrate trauma-informed approaches to teaching specific populations. Part IV focuses on instruments and strategies for assessment at the institutional, organizational, departmental, class, and employee levels. The book also includes a substantial appendix with more than a dozen evidence-based and field-tested tools to support college educators on their trauma-informed teaching journey.
Trauma-Informed Pedagogy and the Post-Secondary Music Class (Modern Musicology and the College Classroom)
by Kimber Andrews Kristy SwiftTrauma-Informed Pedagogy and the Post-Secondary Music Class explores the theory and practice of teaching and learning in a traumatized world and aims to support instructors in guiding students and walking with them through challenges that impact learning. With analysis contextualized within definitions of trauma, critical theoretical trauma studies, and clinical understandings of the causes and effects of trauma on the brain and nervous system, the book offers ways to empower faculty and students to build classrooms where it is safe enough to address the stress and trauma of learning. Bringing together a unique multidisciplinary group of contributors, this book includes perspectives from both music faculty and mental health counseling specialists.The volume engages music scholars and educators in higher education with scholarship on trauma-informed pedagogy, provides examples of how to introduce trauma-informed practices into music courses, explores how trauma-informed practices can increase both faculty and student well-being, and offers practical materials such as syllabi and assignments that instructors can implement in their classes. Reaching across disciplinary boundaries to contribute to an emerging body of research, teaching, and learning, this is a vital collection for educators across music higher education.
Trauma-Informed Pedagogy in Higher Education: A Faculty Guide for Teaching and Learning
by Ernest StrombergThis volume explores the current state of student mental health and trauma while offering theories and practice of trauma-informed teaching and learning. The interdisciplinary authors gathered in this collection discuss the roles, practices, and structures in higher education that can support the wellness and academic success of students who suffer from the effects of traumatic experiences. Chapters cover topics on teaching traumatic materials ethically and effectively, reading and writing to support recovery and healing from trauma, inclusive pedagogies responsive to systemically inflicted trauma, and developing institutional structures to support trauma-informed pedagogies. This timely and important book is designed for faculty in institutions of higher education seeking to meaningfully cultivate trauma-informed classes and learning experiences for their students.
Trauma-Informed Practice in Montessori Classrooms: An Essential Guide for Students and Teachers
by Bernadette Phillips Catriona O'Toole Sinéad McGilloway Stephen PhillipsTrauma-Informed Practice in Montessori Classrooms provides important historical and contemporary evidence of the potential for Montessori schools to act as “healing” environments for children and young people. Drawing upon fascinating archival evidence and contemporary trauma theory, it shows how authentic Montessori schools already have the infrastructure to promote and embed trauma-informed practice (TIP) in their classrooms.The book provides cutting-edge, interdisciplinary knowledge on trauma and highlights its potential to negatively impact the emotional, social, and cognitive functioning of children and young people. It explains clearly and precisely the principles of TIP and how historically, these were woven into the fabric of the early Montessori schools, resulting in their reputation as “Case della Salute” or “Health Homes.” The book shows how this almost forgotten “healing” element of Montessori schools can be revived, harnessed, and promoted in ways that would benefit the overall health and well-being of children and young people.This timely book is highly informative, hugely practical, and reader-friendly. It includes features such as boxed chapter objectives, learner outcomes, vignettes, chapter summaries, and questions for group discussion. It provides an invaluable guide for Montessori teachers and students, for home educators using the Montessori approach, and for non-Montessori educators and parents.
Trauma-Informed Practices for Early Childhood Educators: Relationship-Based Approaches that Support Healing and Build Resilience in Young Children
by Julie Nicholson Linda Perez Julie KurtzTrauma-Informed Practices for Early Childhood Educators guides child care providers and early educators working with infants, toddlers, preschoolers, and early elementary aged children to understand trauma as well as its impact on young children’s brains, behavior, learning, and development. The book introduces a range of trauma-informed teaching and family engagement strategies that readers can use in their early childhood programs to create strength-based environments that support children’s health, healing, and resiliency. Supervisors and coaches will learn a range of powerful trauma-informed practices that they can use to support workforce development and enhance their quality improvement initiatives.
Trauma-Informed Practices for Early Childhood Educators: Relationship-Based Approaches that Reduce Stress, Build Resilience and Support Healing in Young Children
by Julie Nicholson Linda Perez Julie Kurtz Shawn Bryant Drew GilesThis second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, preschoolers and early elementary-aged children to understand trauma as well as its impact on young children’s brains, behavior, learning and development. The book covers a range of trauma-responsive teaching strategies that readers can use to create strength-based environments that support children’s health, healing and resiliency. Updates include a greater emphasis on resilience and collaborating with mental health specialists, new chapters on developing children’s body awareness/sensory literacy and pathways to regulation that reduce stress through breathing techniques and mindful movement, as well as new vignettes and case studies to use in workshops or professional development. Supervisors and coaches will learn a range of powerful trauma-responsive practices that they can use to support workforce development and enhance their quality improvement initiatives.