This book is intended to help practitioners in adult education become better informed about assessment, evaluation, and accountability as these are critical functions of administering and running ...adult education programs. The book is for adult educators who have been asked to serve on assessment committees, produce detailed reports for funders and accreditors, create a culture of assessment within their program and organization, and/or develop reports for accountability purposes. Section one presents an introductory overview of assessment and evaluation in adult education. Section two gives guidance on practices for specific areas of adult education practice, such as military education, human resource development, and continuing professional education. Section three provides assessment practices for adults in higher education, with chapters dedicated to distance learning, health professions education, and graduate education.
Self-taught Williams, Heather A
2005, 20091120, 2009, 2007, 2009-11-20, 20050101
eBook, Book
Inhalt: In secret places: acquiring literacy in slave communities -- A coveted possession. literacy in the first days of freedom -- The men are actually clamoring for books. African American soldiers ...and the educational mission -- We must get education for ourselves and our children. advocacy for education -- We are striving to do buisness on our own hook. organizing schools on the ground -- We are laboring under many difficulties. African American teachers in freedpeople's schools -- A long and tedious road to travel for knowledge. textbooks and freedpeople's schools -- If anybody wants an education, it is me. students in freedpeople's schools -- First movings of the waters. the creation of common school systems for Black and White students -- Epilogue -- Appendix. African Americans, literacy, and the law in the antebellum South.
This open access book provides academic insights and serves as a platform for research-informed discussion about education in Finland. Bringing together the work of more than 50 authors across 28 ...chapters, it presents a major collection of critical views of the Finnish education system and topics that cohere around social justice concerns. It questions rhetoric, myths, and commonly held assumptions surrounding Finnish schooling. This book draws on the fields of sociology of education, education policy, urban studies, and policy sociology. It makes use of a range of research methodologies including ethnography, case study and discourse analysis, and references the work of relevant theorists, including Bourdieu and Foucault. This book aims to provide a critical, updated and astute analysis of the strengths and challenges of the Finnish education system.
This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond ...conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.
Culture and online learning Insung Jung, Charlotte Nirmalani Gunawardena / Insung Jung, Charlotte Nirmalani Gunawardena
2014, 2015, 2023-07-03, 2015-03-16
eBook, Book
Culture plays an overarching role that impacts investment, planning, design, development, delivery, and the learning outcomes of online education. This groundbreaking book remedies a dearth of ...empirical research on how digital cultures and teaching and learning cultures intersect, and offers grounded theory and practical guidance on how to integrate cultural needs and sensibilities with the innovative opportunities offered by online learning. (HRK / Abstract übernommen).
Presenting a range of data obtained from secondary schools in the UK and US, this path-breaking book explores the role played by language in constructing sexual identities. Analysing the often ...complex ways in which homophobia, heterosexism and heteronormativity are enacted within school contexts, it shows that by analysing language, we can discover much about how educators and students experience sexual diversity in their schools, how sexual identities are constructed through language, and how different statuses are ascribed to different sexual identities.
This book questions some of our most ingrained assumptions, not only about the nature of teaching and learning, but about what constitutes education, and about the cultural determinants of what is ...taught.What if who you think you are profoundly affects what and how you learn? Since Descartes, teachers in the Western tradition have dismissed the role of self in learning. What if our beliefs about self and learning are wrong, and relevance of knowledge to self actually enhances learning, as current research suggests?Jane Fried deconstructs the Grand Western Narrative of teaching and learning, describing it is a cultural fishbowl through which we see the world, rarely aware of the fishbowl itself, be it disciplinary constructs or the definition of liberal education.She leads us on a journey to question the way things are; to attend to the personal narratives of others from ethnic, racial and faith groups different from ourselves; to rediscover self-authorship as the core task of learning in college; and to empower ourselves and students to navigate the disorientation of the Alice in Wonderland rabbit holes of modern life.This is a book for all educators concerned about the purpose of college and of the liberal arts in the 21st century, and what it is we should reasonably expect students to learn. Jane Fried both upends many received ideas and offers constructive insights based on science and evidence, and does so in an engaging way that will stimulate reflection.
Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. ...The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy.
Is management a profession? Should it be? Can it be? This major work of social and intellectual history reveals how such questions have driven business education and shaped American management and ...society for more than a century. The book is also a call for reform. Rakesh Khurana shows that university-based business schools were founded to train a professional class of managers in the mold of doctors and lawyers but have effectively retreated from that goal, leaving a gaping moral hole at the center of business education and perhaps in management itself. Khurana begins in the late nineteenth century, when members of an emerging managerial elite, seeking social status to match the wealth and power they had accrued, began working with major universities to establish graduate business education programs paralleling those for medicine and law. Constituting business as a profession, however, required codifying the knowledge relevant for practitioners and developing enforceable standards of conduct. Khurana, drawing on a rich set of archival material from business schools, foundations, and academic associations, traces how business educators confronted these challenges with varying strategies during the Progressive era and the Depression, the postwar boom years, and recent decades of freewheeling capitalism.
At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that ...contribute to inequitable educational outcomes of racially and ethnically diverse students.Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students.The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students varying social, psychological, physical and/or emotional needs.This edited volume brings CIP into the realm of comparative education by gathering scholars from across academic disciplines and countries to explore how these pedagogies not only promote deep learning among students, but also better equip instructors to attend to the needs of diverse students by prioritizing their intellectual and social development; creating identity affirming learning environments that foster high expectations; recognizing the value of the cultural and national differences that learners bring to the educational experience; and engaging the whole student in the teaching and learning process.
PDF
