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Learning Disabilities in the Primary Classroom (Routledge Library Editions: Special Educational Needs #30)
by Leonora HardingFirst published in 1986. This book is concerned with the problems children have in learning in normal or remedial classrooms, within ordinary primary schools. It deals with children in the 5 to 11 age range but much is also applicable to children at the lower end of the secondary school. It looks at a wide range of difficulties and for each area it classifies and describes the difficulties, considers the numbers of children with the difficulty; and discusses problems of diagnosis and remediation. It reviews certain psychological theories and research findings and relates them to practice; and it describes the work of professionals such as speech therapists, showing how the classroom teacher can support such professionals; but the major concern of the book is to help practicing teachers and teachers in training to work out intelligently for themselves how to improve their performance in this area.
Learning Disability and Inclusion Phobia: Past, Present, Future (Routledge Advances in the Medical Humanities)
by C. F. GoodeyThe social position of learning disabled people has shifted rapidly over the last 20 years, from long-stay institutions, first into community homes and day centres, and now to a currently emerging goal of "ordinary lives" for individuals using person-centred support and personal budgets. These approaches promise to replace a century and a half of "scientific" pathological models based on expert assessment, and of the accompanying segregated social administration which determined how and where people led their lives, and who they were. This innovative volume explains how concepts of learning disability, intellectual disability and autism first came about, describes their more recent evolution in the formal disciplines of psychology, and shows the direct relevance of this historical knowledge to present and future policy, practice and research. Goodey argues that learning disability is not a historically stable category and different people are considered "learning disabled" as it changes over time. Using psychological and anthropological theory, he identifies the deeper lying pathology as "inclusion phobia", in which the tendency of human societies to establish an in-group and to assign out-groups reaches an extreme point. Thus the disability we call "intellectual" is a concept essential only to an era in which to be human is essentially to be deemed intelligent, autonomous and capable of rational choice. Interweaving the author's historical scholarship with his practice-based experience in the field, Learning Disability and Inclusion Phobia challenges myths about the past as well as about present-day concepts, exposing both the historical continuities and the radical discontinuities in thinking about learning disability.
Learning From Strangers
by Robert S. WeissLearning From Strangers is the definitive work on qualitative research interviewing. It draws on Robert Weiss's thirty years of experience in interviewing and teaching others how to do it. The most effective interviews, says Weiss, rely on creating cooperation -- an open and trusting alliance between interviewer and respondent, dedicated to specific and honest accounts of both internal and external events. Against the eclectic background of his work in national sample surveys, studies based on semi-structured interviewing, and participant observation, Weiss walks the reader through the method of qualitative interview studies: sample selection, development of an interview guide, the conduct of the interview, analysis, and preparation of the data. Weiss gives examples of successful and less successful interviews and offers specific techniques and guidelines for the practitioner.
Learning From The Children
by Ignacy-Marek Kaminski Jacqueline WaldrenChildren and youth, regardless of their ethnic backgrounds, are experiencing lifestyle choices their parents never imagined and contributing to the transformation of ideals, traditions, education and adult-child power dynamics. As a result of the advances in technology and media as well as the effects of globalization, the transmission of social and cultural practices from parents to children is changing. Based on a number of qualitative studies, this book offers insights into the lives of children and youth in Britain, Japan, Spain, Israel/Palestine, and Pakistan. Attention is focused on the child's perspective within the social-power dynamics involved in adult-child relations, which reveals the dilemmas of policy, planning and parenting in a changing world.
Learning Gender after the Cold War: Contentious Feminisms (Socio-Historical Studies of the Social and Human Sciences)
by Ioana CîrstoceaThis book explores the role and place of feminist politics in the transformation of the former socialist world and points out the geopolitical mechanisms involved in the deployment of technocratic norms, expert discourses, activist repertoires and academic knowledge on women’s rights and gender equality in the 1990s-2000s. Based on an interdisciplinary approach and scrutinizing transnational flows of people, resources and ideas, the analysis brings together themes and spaces that have been disconnected in previous scholarship. It sheds light on the integration of feminist resources into contemporary governance through complex entanglements of international aid to democratization, “activism beyond borders” and systemic transformation of higher education.The book will be of interest to researchers and students of sociology, political science, gender studies, and East-European studies.
Learning How to Learn Using Multimedia (Lecture Notes in Educational Technology)
by Deepanjali Mishra Yuangshan ChuangThis book introduces the concept of multimedia in education, and how multimedia technology could be implemented to impart digital education to university students. The book emphasizes the versatile use of technology enabled education through the research papers from distinguished academicians and researchers who are specifically working in this area. It benefits all those researchers who are enthusiastic about learning online and also for those academicians who are interested to work on various aspects of learning and teaching through technology.
Learning Humility: A Year of Searching for a Vanishing Virtue
by Richard J. FosterIn a society where raging narcissism dominates the moral landscape, the virtue of humility is often dismissed as irrelevant.Learning HumilityJoin Richard Foster on the journey toward a life of humility, which he says leads us into "freedom, joy, and holy hilarity."
Learning Like a Girl: Educating Our Daughters in Schools of Their Own
by Diana MeehanFaced with a spirited eleven-year-old daughter, a concern about what therapists have called a 'poisonous' youth culture- especially for girls-and a conviction that parents need powerful tools to help their daughters realize their potential, educator-activist DianaMeehan was disappointed in the selection of schools available. So she decided along with two other mothers to create one, based on social science and brain research on how girls learn best. The result, The Archer School in L. A. , has in only ten years become a model for girls' schools nationwide. In this entertaining, inspiring book, Meehan describes her obstacle-ridden journey to create a new institution to serve girls first and foremost, while laying out through vivid stories and examples what girls need to thrive. She explains why co-education so often doesn't serve them (just as it doesn't serve boys), takes sides in the controversy over male/female learning differences, and advocates for schools' role in giving girls tools to navigate through our sexualized, materialistic culture. She also visits other schools around the country-private and public-to show how single sex education works, and how every girl everywhere can benefit from having a classroom of her own.
Learning Little Hawk's Way of Storytelling
by Frank Domenico Cipriani Beverly Miller Kenneth Little HawkBased on the teachings of Kenneth Little Hawk, the renowned Mi'Kmaw First Nation storyteller, this book uses stories to explain how to tell stories. Each of the practical skills needed for storytelling is clearly illustrated through relevant stories from native tribes-"What the Fire Taught Us" teaches special effects, "Our Many Children" shows voice modulation, and "Little Thunder's Wedding" offers techniques for formal stories. Business people looking to enhance their public speaking, librarians wanting to enliven children's programs, and teachers trying to instill a love of story in their students will find the entertaining and educative methods in this guide both inspiring and effective.
Learning Mechanisms in Smoking
by William A. HuntPsychologists have spent years studying the learning processes of the white rat, yet until recently they have neglected the laboratory of everyday social behavior for studying learning in man. In this book the leading experts in learning theory and pharmacology examine the role of learning mechanisms in smoking. The results provide new insights into the study of learning and determine new directions for future research on smoking and its control.
Learning One’s Native Tongue: Citizenship, Contestation, and Conflict in America
by Tracy B. StrongCitizenship is much more than the right to vote. It is a collection of political capacities constantly up for debate. From Socrates to contemporary American politics, the question of what it means to be an authentic citizen is an inherently political one. With Learning One’s Native Tongue, Tracy B. Strong explores the development of the concept of American citizenship and what it means to belong to this country, starting with the Puritans in the seventeenth century and continuing to the present day. He examines the conflicts over the meaning of citizenship in the writings and speeches of prominent thinkers and leaders ranging from John Winthrop and Roger Williams to Thomas Jefferson, Nathaniel Hawthorne, Abraham Lincoln, Frederick Douglass, and Franklin Roosevelt, among many others who have participated in these important cultural and political debates. The criteria that define what being a citizen entails change over time and in response to historical developments, and they are thus also often the source of controversy and conflict, as with voting rights for women and African Americans. Strong looks closely at these conflicts and the ensuing changes in the conception of citizenship, paying attention to what difference each change makes and what each particular conception entails socially and politically.
Learning Our Names: Asian American Christians on Identity, Relationships, and Vocation
by Sabrina S. Chan Linson Daniel E. David de Leon La ThaoWhat's your name?Asian Americans know the pain of being called names that deny our humanity. We may toggle back and forth between different names as a survival strategy. But it's a challenge to discern what names reflect our true identities as Asian Americans and as Christians. In an era when Asians face ongoing discrimination and marginalization, it can be hard to live into God's calling for our lives.Asian American Christians need to hear and own our diverse stories beyond the cultural expectations of the model minority or perpetual foreigner. A team from East Asian, Southeast Asian, and South Asian backgrounds explores what it means to learn our names and be seen by God. They encourage us to know our history, telling diverse stories of the Asian diaspora in America who have been shaped and misshaped by migration, culture, and faith. As we live in the multiple tensions of being Asian American Christians, we can discover who we are and what God may have in store for us and our communities.
Learning Places: The Afterlives of Area Studies
by Masao Miyoshi H. D. HarootunianUnder globalization, the project of area studies and its relationship to the fields of cultural, ethnic, and gender studies has grown more complex and more in need of the rigorous reexamination that this volume and its distinguished contributors undertake. In the aftermath of World War II, area studies were created in large part to supply information on potential enemies of the United States. The essays in Learning Places argue, however, that the post-Cold War era has seen these programs largely degenerate into little more than public relations firms for the areas they research. A tremendous amount of money flows--particularly within the sphere of East Asian studies, the contributors claim--from foreign agencies and governments to U. S. universities to underwrite courses on their histories and societies. In the process, this volume argues, such funds have gone beyond support to the wholesale subsidization of students in graduate programs, threatening the very integrity of research agendas. Native authority has been elevated to a position of primacy; Asian-born academics are presumed to be definitive commentators in Asian studies, for example. Area studies, the contributors believe, has outlived the original reason for its construction. The essays in this volume examine particular topics such as the development of cultural studies and hyphenated studies (such as African-American, Asian-American, Mexican-American) in the context of the failure of area studies, the corporatization of the contemporary university, the prehistory of postcolonial discourse, and the problematic impact of unformulated political goals on international activism. Learning Places points to the necessity, the difficulty, and the possibility in higher education of breaking free from an entrenched Cold War narrative and making the study of a specific area part of the agenda of education generally. The book will appeal to all whose research has a local component, as well as to those interested in the future course of higher education generally. Contributors. Paul A. Bové, Rey Chow, Bruce Cummings, James A. Fujii, Harry Harootunian, Masao Miyoshi, Tetsuo Najita, Richard H. Okada, Benita Parry, Moss Roberts, Bernard S. Silberman, Stefan Tanaka, Rob Wilson, Sylvia Yanagisako, Mitsuhiro Yoshimoto
Learning Queer Identity in the Digital Age
by Kay SieblerThis book explores, through specific analysis of media representations, personal interviews, and historical research, how the digital environment perpetuates harmful and limiting stereotypes of queerness. Siebler argues that heteronormativity has co-opted queer representations, largely in order to sell goods, surgeries, and lifestyles, reinforcing instead of disrupting the masculine and feminine heterosexual binaries through capitalist consumption. Learning Queer Identity in the Digital Age focuses on different identity populations (gay, lesbian, transgender) and examines the theories (queer, feminist, and media theories) in conjunction with contemporary representations of each identity group. In the twenty-first century, social media, dating sites, social activist sites, and videos/films, are primary educators of social identity. For gay, lesbian, bisexual, transgendered, and transsexual peoples, these digital interactions help shape queer identities and communities.
Learning Regional Innovation
by Marianne Ekman Bj�rn Gustavsen Bj�rn T. Asheim �yvind P�lshaugenParticipation and social responsibility in innovation is the core theme of this book. Both are issues of organization and not of ethics, or the enforcement of other forms of obligations on individual actors. The need is for a democratization of innovation that can make innovation open to broad participation.
Learning Religion
by Ramon Sarro David BerlinerAs we enter the 21st century, it becomes increasingly difficult to envisage a world detached from religion or an anthropology blind to its study. Yet, how people become religious is still poorly studied. This volume gathers some of the most distinguished scholars in the field to offer a new perspective for the study of religion, one that examines the works of transmission and innovation through the prism of learning. They argue that religious culture is socially and dynamically constructed by agents who are not mere passive recipients but engaged in active learning processes. Finding a middle way between the social and the cognitive, they see learning religions not as a mechanism of "downloading" but also as a social process with its relational dimension.
Learning Sacred Way Of Emperor (The\kegan Paul Japan Library)
by HibinoFirst Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
Learning Strategies and Cultural Evolution during the Palaeolithic
by Alex Mesoudi Kenichi AokiThis volume is motivated by the desire to explain why Neanderthals were replaced by modern humans, in terms of cultural differences between the two (sub-) species. It provides up-to-date coverage on the theory of cultural evolution as is being used by anthropologists, archaeologists, biologists and psychologists to decipher hominin cultural change and diversity during the Palaeolithic. The contributing authors are directly involved in this effort and the material presented includes novel approaches and findings. Chapters explain how learning strategies in combination with social and demographic factors (e. g. , population size and mobility patterns) predict cultural evolution in a world without the printing press, television or the Internet. Also addressed is the inverse problem of how learning strategies may be inferred from actual trajectories of cultural change, for example as seen in the North American Palaeolithic. Mathematics and statistics, a sometimes necessary part of theory, are explained in elementary terms where they appear, with details relegated to appendices. Full citations of the relevant literature will help the reader to further pursue any topic of interest.
Learning Through Play
by Tina BruceProfessor Tina Bruce CBE, an acknowledged expert on play, clearly presents the key ideas and demonstrates the best practices for cultivating play in an Early Years setting. The book covers historical perspectives, how we can observe and study play, and the role of play in learning, developing abstract ideas, helping children to relate to one another. She shows that play helps children to achieve the highest form of learning in early childhood. This new edition of Learning Through Play will provide students and practitioners with an invaluable guide to the core values behind play, the importance of play for children from 0 to 5 years old, and practical schemas for getting the best out of play in an Early Years or Educational setting. It will be an ideal text for those studying play at levels 3 and 4, Foundation Degrees, Undergraduate Early Childhood Studies and Primary Education courses, Post-graduate study and for those working in an Early Years setting.
Learning To Listen: Positive Approaches And People With Difficult Behavior
by Herbert Lovett Nancy ThalerThis nontechnical and absorbing text describes how the interactive process of "learning to listen" provides practical alternatives to overly controlling behavior modification techniques. Written for support and other service providers working with people with intellectual disabilities, this book includes compelling and detailed case studies that illustrate possible positive approaches and reveal how people with disabilities can take control of their lives.
Learning True Love: Practicing Buddhism in a Time of War
by Sister Chan KhongLearning True Love, the autobiography of Sister Chân Không, stands alongside the great spiritual autobiographies of our century. It tells the story of her spiritual and personal odyssey, both in her homeland and in exile. <P> Its anecdotal style presents an intensely personal portrait of a woman with astonishing courage, offering us a perspective on the suffering of the Vietnamese people. This unique autobiography tells the gripping story of a woman who not only lived but made history, and whose life of single-minded dedication to humanity can serve as an inspiration for us all.Sister Chân Không was born in a village on the Mekong River Delta in 1938. In her teens she devoted her life to the development and practice of nonviolence grounded in the Buddhist precepts of non-killing and compassionate action. Propelled by her passionate dedication to social change, she began working in the slums of Saigon, distributing food, working with the sick, and teaching children. When she was 21 years old she met the man who until to this day remains her teacher and spiritual companion: Thich Nhat Hanh. With him she co-founded the School of Youth for Social Service in 1964, which grew to an organization of over 10,000 young people organizing medical, educational, and agricultural facilities in rural Vietnam, and rebuilding villages destroyed in the fighting. Sister Chân Không became well known in the anti-war and peace community for her work promoting human rights and protesting repression and violence, often at risk of her own life. She continues to do this work today. After the war she became one of the co-founders of Plum Village, the spiritual center, that is home to Thich Nhat Hanh's community in France, where she continues to be deeply involved in the development and vision for this unique community.In January of 2005, after nearly 40 years in exile, Sister Chân Không was able to return on a 3-month visit to Vietnam. In this fully revised edition of Learning True Love she movingly describes the return to her homeland, the reunions with many old friends and fellow activists, and shares her impression of the "new Vietnam," where Buddhists still struggle for religious freedom and the re-establishment of their own organizations. Learning True Love is a moving personal memoir, an introduction to the mindfulness teachings and life of Thich Nhat Hanh and his community in exile, an overview to the development of the European and American peace and human rights movement, and an introduction to the engaged and practical style of Vietnamese Buddhism. It documents the process that brought an end to the US Vietnam war, and gives a lively summary of Vietnamese history from 1945 to the current political, social and spiritual climate in Vietnam. Learning True Love also portraits some of the many remarkable people that shared Sister Chân Không 's path.Foremost however it is the remarkable and impressive story of a very courageous woman, whose journey from an accredited biologist at the University of Paris to a Buddhist nun, gives her unique insight into life's central questions and the ability to address them in an unflinching and straightforward manner. Forewords by Thich Nhat Hanh and Maxine Hong-Kingston
Learning a New Land: Immigrant Students in American Society
by Carola Suárez-Orozco Irina Todorova Marcelo M. Suárez-OrozcoOne child in five in America is the child of immigrants, and their numbers increase each year. Very few will return to the country they barely remember. Who are they, and what America do they know? Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull--often dangerous--schools can corrode hopes. The vast majority learn English--but it is the English of video games and the neighborhood, not that of standardized tests. For some of these children, those heading off to college, America promises to be a land of dreams. These lucky ones have often benefited from caring mentors, supportive teachers, or savvy parents. For others, the first five years are marked by disappointments, frustrations, and disenchantment. How can we explain their varied academic journeys? The children of immigrants, here to stay, are the future--and how they adapt will determine the nature of America in the twenty-first century.
Learning about Women: Gender, Politics, and Power
by Jill Ker Conway Susan C. Bourque Joan W. ScottEssays by leading scholars provide an introduction to feminist inquiry and theory.
Learning and Calamities: Practices, Interpretations, Patterns (Routledge Studies in Environment, Culture, and Society #3)
by Heike Egner Marén Schorch Martin VossIt is widely assumed that humanity should be able to learn from calamities (e.g., emergencies, disasters, catastrophes) and that the affected individuals, groups, and enterprises, as well as the concerned (disaster-) management organizations and institutions for prevention and mitigation, will be able to be better prepared or more efficient next time. Furthermore, it is often assumed that the results of these learning processes are preserved as "knowledge" in the collective memory of a society, and that patterns of practices were adopted on this base. Within history, there is more evidence for the opposite: Analyzing past calamities reveals that there is hardly any learning and, if so, that it rarely lasts more than one or two generations. This book explores whether learning in the context of calamities happens at all, and if learning takes place, under which conditions it can be achieved and what would be required to ensure that learned cognitive and practical knowledge will endure on a societal level. The contributions of this book include various fields of scientific research: history, sociology, geography, psychoanalysis, psychiatry, development studies and political studies, as well as disaster research and disaster risk reduction research.
Learning and Everyday Life: Access, Participation, and Changing Practice
by Jean LaveWritten by world-renowned social anthropologist, Jean Lave, with an afterword by Brazilian anthropologist Ana Maria R. Gomes, this book weaves together ethnographic accounts of work and learning, apprenticeship and everyday life, through a critical theory of practice. Each chapter explores in different ways the proposition that learning is a collective, transformative process of change in the historically political complex relations of everyday life. At the same time, the book demonstrates the changing character of Lave's own research practice over two decades. Lave addresses work practices and everyday life and discusses the problem of context and decontextualization. Analyzing two decades of ethnographic studies of craft apprenticeship, she explores teaching as learning and examines the reciprocal effects of theories of everyday life and learning.