The 14 essays in this collection reflect on how the major academic disciplines of economics, English, philosophy, and political science have changed in the decades since World War II. Following an ...introductory essay by the editors, essay titles are: (1) "Politics, Intellect, and the American University, 1945-1995" (Thomas Bender); (2) "How Did Economics Get That Way and What Way Did It Get?" (Robert M. Solow); (3) "Economics-the Current Position" (David M. Kreps); (4) "Reconfigurations in American Academic Economics: A General Practitioner's Perspective" (William J. Barber); (5) "The Transformation of English Studies: 1930-1995" (M.H. Abrams); (6) "The History of Literary Criticism" (Catherine Gallagher); (7) "Tracking English and American Literary and Cultural Criticism" (Jose David Saldivar); (8) "A Half Century of Philosophy, Viewed from Within" (Hilary Putnam); (9) "Trends in Recent American Philosophy" (Alexander Nehamas); (10) "Political Science in the 1940s and 1950s" (Charles E. Lindblom); (11) "Still Blowing in the Wind: The American Quest for a Democratic, Scientific Political Science" (Rogers M. Smith); (12) "The New Rigorism in the Human Sciences, 1940-1960" (Carl E. Schorske); (13) "From the Street to the Lecture Hall: The 1960s" (Ira Katznelson); and "The Disciplines and the Identity Debates, 1970-1995" (David A. Hollinger). (Individual chapters contain references.) (DB)
Heritage studies necessarily must deal with strong emotions and political commitments. In this, it poses particular challenges for teachers and their students. Guided by a shared focus on these ..."sensitive pasts," the contributors to this volume draw on new theoretical and empirical research to provide valuable insights into heritage pedagogy.
This wide-ranging survey of issues in intercultural language teaching and learning covers everything from core concepts to program evaluation, and advocates a fluid, responsive approach to teaching ...language that reflects its central role in fostering intercultural understanding.Includes coverage of theoretical issues defining language, culture, and communication, as well as practice-driven issues such as classroom interactions, technologies, programs, and language assessmentExamines systematically the components of language teaching: language itself, meaning, culture, learning, communicating, and assessments, and puts them in social and cultural contextFeatures numerous examples throughout, drawn from various languages,international contexts, and frameworksIncorporates a decade of in-depth research and detailed documentation from the authors’ collaborative work with practicing teachersProvides a much-needed addition to the sparse literature on intercultural aspects of language education
North American universities depend on international teaching assistants (ITAs) as a substantial part of the teaching labor force, which has led to the idea of an 'ITA problem', a deficiency model ...which is framed as a divergence between ITAs' linguistic competence and undergraduates' and their parents' expectations. This outdated positioning of ITAs as deficient diminishes the invaluable role they play within the academy. This book argues instead for an approach to ITA which recognizes them as multilingual, skilled, migrant professionals who participate in and are discursively constructed through various participant frameworks, modalities and activities. The chapters in this volume offer state-of-the-art research into ITA using a variety of methods and approaches, and as such constitute a transdisciplinary perspective which argues for the importance of dialogue between research and practice.
An interesting reading tends to be a summary of the dominant characteristics of each generation, which can be found in scientific and vocational publications as well as in media with popularization ...texts. Very often, we also identify among them our own characteristics and qualities, or those of our peers, children, and possibly other descendants. It is natural that the development of science and technology has a significant role in shaping the personality profile of the members of each generation during the historical development of society (for example, from the “lost” generation to the “alpha” generation). This factor influences the content, methodological and didactic aspects of the teaching process, i.e. what and how to teach. The authors of the paper have worked on several aspects of the preparation of teaching materials and their use in school physics, often with overlap with other science subjects. One of these aspects is, for example, the need to influence the emotional side of the student in learning processes, which is an important prerequisite for more permanent “inscriptions” of information in the student’s memory. For this process to work, knowledge of the dominant characteristics of the target group of students and the environment in which they grow up is essential.
This anthology presents successful examples of "research work" by teacher education students. Seminar concepts from the fields of natural sciences, music, educational science, mathematics and art, ...applied social psychology and the subject of German are presented. The volume is framed by a comprehensive theoretical introduction to the concept of research-based learning and its implementation at Leuphana University Lüneburg.
In diesem Sammelband werden gelungene Beispiele von „Forschungsarbeiten“ von Studierenden der Lehrkräftebildung dargestellt. Dazu werden Seminarkonzepte aus den Bereichen Naturwissenschaften, Musik, Bildungswissenschaft, Mathematik und Kunst, der angewandten Sozialpsychologie sowie dem Unterrichtsfach Deutsch vorgestellt. Gerahmt wird der Band durch eine umfangreiche theoretische Einführung in das Konzept des forschenden Lernens und seiner Umsetzung an der Leuphana Universität Lüneburg
Teaching Gradually Armstrong, Kacie L; Genova, Lauren A; Greenlee, John Wyatt ...
Stylus Publishing LLC,
2021, 2021-09-27, 2023-07-03
eBook, Book
This book covers a wide range of topics designed to appeal to graduate student instructors across disciplines, from those teaching discussion sections, to those managing studio classes and lab ...sessions, to those serving as the instructor of record for their own course.
Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation, and psychology, this empirically-grounded ...analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change. (Contains 16 figures and 6 tables.)
This unique volume utilizes the UNESCO Education for Sustainable Development (ESD) framework to illustrate successful integration of sustainability education in post-secondary foreign language (FL) ...learning. Showcasing a variety of approaches to using content-based instruction (CBI) in college-level courses, this text valuably demonstrates how topics relating to environmental, social, and cultural dimensions of sustainability can be integrated in FL curricula. Chapters draw on case studies from colleges throughout the US and consider theoretical and practical concerns relating to models of sustainability-based teaching and learning. Chapters present examples of project-, problem-, and task-based approaches, as well as field work, debate, and reflective pedagogies to enhance students’ awareness and engagement with sustainable development issues as they acquire a foreign language. Insights and recommendations apply across languages and highlight the potential contribution of FL learning to promote sustainability literacy amongst learners. This text will benefit researchers, academics, and educators in higher education with an interest in Modern Foreign Languages, sustainability education, training, and leadership more broadly.
This is an open access title available under the terms of a CC BY-NC-ND 4.0 License. It is free to read, download and share on Elgaronline.com. This ground-breaking book explores ways to integrate ...environmental justice modules into courses across a wide variety of disciplines. Recommending accessible, flexible, and evidence-based pedagogical approaches designed by a multidisciplinary team of scholars, it centers equity and justice in student learning and course design and presents a model for faculty development that can be communicated across disciplines.
