Routledge Research in Education - Böcker
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659 produkter
659 produkter
596 kr
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Narrowing the Achievement Gap proposes a radical change to our conception of learning, education and schooling, arguing that parental engagement is the best lever we have for school improvement and closing the achievement gap. Unique in its focus on original research linking underachievement and parental engagement, this book uses a range of international case studies to demonstrate that achievement isn’t only reliant on what happens in school and that what happens out of school is equally important.Each chapter explores how schools can actively engage with parents and communities to reinstate education in the home, and to generate support to combat issues out of their control, including poverty, deprivation, and a lack of social capital. Although schools have an integral part to play in this process, it argues that parents and society must reconsider their own educational responsibility, regardless of background, and offers a solid research base and practical suggestions to help do so.Consisting of an in-depth and contemporary study of this significant issue in educational achievement and written by an expert in the field, this text will appeal to researchers, academics and postgraduate students in the fields of education, schooling, sociology of education, school effectiveness and improvement, school policy and school leadership.
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This book provides theoretical and empirical discussions around the impact of MOOCs and other pedagogical strategies for online learning in international contexts. Through discussions of inverse blended learning and other teaching and learning approaches, Part I navigates the pressing conceptual issues around global online education. By analyzing the Malaysia MOOC Initiative—the first governmental MOOC project in the world—Part II offers insight into the developmental strategies, learning design, and integrative approaches of these pioneering efforts. Edited by leading scholars in the field of globalized online learning, this volume offers a valuable contribution to research around collaborative initiatives between governments and universities, especially ones dedicated to open and distance education.
Fear and Schooling
Understanding the Troubled History of Progressive Education
Inbunden, Engelska, 2019
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By exploring the tensions, impacts, and origins of major controversies relating to schooling and curricula since the early twentieth century, this insightful text illustrates how fear has played a key role in steering the development of education in the United States.Through rigorous historical investigation, Evans demonstrates how numerous public disputes over specific curricular content have been driven by broader societal hopes and fears. Illustrating how the population’s concerns have been historically projected onto American schooling, the text posits educational debate and controversy as a means by which we struggle over changing anxieties and competing visions of the future, and in doing so, limit influence of key progressive initiatives. Episodes examined include the Rugg textbook controversy, the 1950s "crisis" over progressive education, the MACOS dispute, conservative restoration, culture war battles, and corporate school reform. In examining specific periods of intense controversy, and drawing on previously untapped archival sources, the author identifies patterns and discontinuities and explains the origins, development, and results of each case. Ultimately, this volume powerfully reveals the danger that fear-based controversies pose to hopes for democratic education.This informative and insightful text will be of interest to graduate and postgraduate students, researchers, and academics in the fields of educational reform, history of education, curriculum studies, and sociology of education.
Stories from Inequity to Justice in Literacy Education
Confronting Digital Divides
Inbunden, Engelska, 2019
2 037 kr
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Challenging the assumption that access to technology is pervasive and globally balanced, this book explores the real and potential limitations placed on young people’s literacy education by their limited access to technology and digital resources. Drawing on research studies from around the globe, Stories from Inequity to Justice in Literacy Education identifies social, economic, racial, political and geographical factors which can limit populations’ access to technology, and outlines the negative impact this can have on literacy attainment. Reflecting macro, meso and micro inequities, chapters highlight complex issues surrounding the productive use of technology and the mobilization of multimodal texts for academic performance and illustrate how digital divides might be remedied to resolve inequities in learning environments and beyond.Contesting the digital divides which are implicitly embedded in aspects of everyday life and learning, this text will be of great interest to researchers and post-graduate academics in the field of literacy education.
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Passions are high in education, and this edited volume offers bold new ways to conceive of the affective intensities shaping our present historical moment. Concerns over school practices deemed "ineffective," "disruptive," "irrational," or even "promising" are matters modulated by and through feelings, such as, optimism, shame, enhanced concentration, or empathy. The recent turn to affect offers vibrant methodological and theoretical material for an educational present marked by high stakes rhetoric, heated debate, teacher and student vulnerabilities, and extreme educational measures. Affect studies are a part of new materialist and post-humanist turns, and this volume connects these new theoretical directions within education. This comprehensive volume on affect crosses educational subfields and responds to the transdisciplinary interest in thinking through pedagogy, education, and feeling.This comprehensive reader addresses affect in education from a wide range of styles, topics, and perspectives. This collection offers an introduction to theory, empirical research studies, interviews with affect studies scholars, and an assessment of the current and future significance of affect studies in education. Contributors utilize a range of theoretical and interpretive approaches to thinking with and through schooling phenomena. Interviews with affect scholars in the humanities and social sciences address affective dimensions of teaching. The editors’ introduction, different foci, and interdisciplinary genres of writing help readers feel their ways into what affect studies in education does and might do. This field-defining collection will be of interest to a range of readers--from graduate students to established scholars--with varying levels of expertise and familiarity putting affect theories to work in education. All the contributions are accessible to those new to the theory, methods, and debates in this vibrant area of educational studies.
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Towards Rational Education explores how education can become rational by serving character building, rational thinking and the common good. It uses evidence-based psychology, philosophy, sociology and political science to support transforming education and provides a brand-new framework for effective universal education.This book endorses Rational-Emotive Behavior Theory (REBT) and rational education philosophy theories as main vehicles paving a viable set of rational education values and practices. Collective wisdom, rational living, freedom, mental health, altruism, solidarity, equality and fraternity are seen as the foundational values for shaping already existing schools of the world become more rational and in establishing Rational Education Communities (REC) and Rational Schools (RS). Calling for a philosophical and socio-political shift in education values and practices, the book cites principles, tools and practices that rational educators, philosophers, psychologists, other related scientists-practitioners and people have offered us as a legacy for building a more rational and positive education for all people universally, without sacrificing cultural sensitivity and expressivity.This book will be of great interest for the general audience and a special interest for academics, researchers and post-graduate students in the fields of the philosophy of education, positive psychology, educational psychology and educational policy.
Legacies of Christian Languaging and Literacies in American Education
Perspectives on English Language Arts Curriculum, Teaching, and Learning
Inbunden, Engelska, 2019
2 234 kr
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Because spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work. Yet many public school literacy teachers and secondary teacher educators feel unsure how to engage religious and spiritual topics and responses in their classrooms. This volume responds to this challenge with an in-depth exploration of diverse experiences and perspectives on Christianity within American education.Authors not only examine how Christianity – the historically dominant religion in American society – shapes languaging and literacies in schooling and other educational spaces, but they also imagine how these relations might be reconfigured. From curricula to classroom practice, from narratives of teacher education to youth coming-to-faith, chapters vivify how spiritual lives, beliefs, practices, communities, and religious traditions interact with linguistic and literate practices and pedagogies. In relating legacies of Christian languaging and literacies to urgent issues including White supremacy, sexism and homophobia, and the politics of exclusion, the volume enacts and invites inclusive relational configurations within and across the myriad American Christian sub-cultures coming to bear on English language arts curriculum, teaching, and learning.This courageous collection contributes to an emerging scholarly literature at the intersection of language and literacy teaching and learning, religious literacy, curriculum studies, teacher education, and youth studies. It will speak to teacher educators, scholars, secondary school teachers, and graduate and postgraduate students, among others.
Affect, Embodiment, and Place in Critical Literacy
Assembling Theory and Practice
Inbunden, Engelska, 2019
2 234 kr
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This book explores the impact of sensation, affect, ethics, and place on literacy learning from early childhood through to adult education. Chapters bridge the divide between theory and practice to consider how contemporary teaching and learning can promote posthuman values and perspectives.By offering a posthuman approach to literacy research and pedagogy, Affect, Embodiment, and Place in Critical Literacy re-works the theory-practice divide in literacy education, to emphasize the ways in which learning is an affective and embodied process merging in a particular environment. Written by literacy educators and international literacy researchers, this volume is divided into four sections focussing on: Moving with sensation and affect; becoming worldmakers with ethics and difference; relationships that matter in curriculum and place; before drawing together everything in a concise conclusion.Affect, Embodiment, and Place in Critical Literacy is the perfect resource for researchers, academics, and postgraduate students in the fields of literacy education and philosophy of education, as well as those seeking to explore the benefits of a posthumanism approach when conceptualising theory and practice in literacy education.
History, Theory and Practice of Philosophy for Children
International Perspectives
Häftad, Engelska, 2019
635 kr
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This book on Philosophy for Children (P4C) is a compilation of articles written by its founders and the movement‘s leaders worldwide. These articles have been prepared in the dialogue and interview format. Part I explains the genesis of the movement, its philosophical and theoretical foundations. Part II examines the specialized uses of philosophical dialogues in teaching philosophy, morality, ethics and sciences. Part III examines the theoretical concerns such as the aims of the method in regards to the search for truth or sense of meaning, or the debate on the novel or short stories and its characteristics. Part IV explains the practices of P4C worldwide and the issue of cultural differences, the ways of the community of inquiry and the necessary adaptation to suit local concerns. The book concludes with a notable review of the progress of P4C, the obstacles, and its international spread to over 60 countries. These penetrating insights make the book an incredibly rich resource for anyone interested in or involved with implementing a P4C programme.Brave Old Subject, Brave New WorldTeaching Science and Morality Via P4CShowing Children can do Philosophy
Teacher Professional Knowledge and Development for Reflective and Inclusive Practices
Häftad, Engelska, 2019
635 kr
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This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. The first part of the book provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also discusses how teacher professional development can be enhanced for reflective teaching practice. The second part of the book deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy. A reflective inclusive teacher is likely to anticipate the multiple needs of diverse learners in pluralistic settings, thus ensuring student success. This book will enhance the efforts of teacher educators and teaching professionals in building a culture of reflective and inclusive teaching practice in the classroom.
Examining the Use of Online Social Networks by Korean Graduate Students
Navigating Intercultural Academic Experiences
Inbunden, Engelska, 2019
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This book examines how former, current and prospective Korean graduate students navigate American universities, especially with regard to the student-advisor relationship. Based on extensive case study research conducted around Vivid Journal—an online social network for many domestic and international Korean graduate students—this volume highlights issues regarding access to various academic capitals (i.e., scholarship, publishing, participation in academic research), successful completion of graduate degrees, and academic or non-academic employment opportunities upon graduation. Through a rigorous analysis of members’ posting behavior, interaction, and role assignments, this book offers a new conceptual framework for online and social support networks, especially around the shaping and mediation of international student-advisor relationships.
504 kr
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Highlighting an arts-based inquiry process that involves contemplation, mindful awareness, and artful writing, this book explores women’s difficult experiences in teaching. It weaves a strong autobiographical thread with artifacts from several research projects with female teachers. By linking innovative approaches to research that involve visual images and poetic writing with feminist poststructuralist theories and Buddhist-inspired practices, Walsh offers new understandings about what it means to be critical in research and teaching—and also what transformation, both social and personal, might entail.
635 kr
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The process of integrating technology into education often overlooks that technology is a sign; it is not a neutral message conveyor, but rather a material artefact placed into a context inevitably subject to culture. In an original and novel combination, Decoding Technology Acceptance in Education brings together two academic domains not previously pursued together, yet which diverge in many ways: cultural studies and technology acceptance studies.Drawing on empirical data, Stockman demonstrates that teachers activate a meaning-making process through encoding and decoding signs around technology as an artefact of culture, and as a result their acceptance behaviour and decisions rely on the dynamics of the cultural whole to which they belong. In this study, technology acceptance is revisited as an issue of cultural negotiation; the common approach, which provides an instrumental view on technology as a neutral tool, is insufficient for the topic of technology acceptance. Rather than proposing yet another model of technology acceptance, Decoding Technology Acceptance in Education offers a renewed frame of mind and the conclusions it provides are of vital importance to the theoretical and practical advancement of technology acceptance studies, as well as to the practical integration of technology into education.Providing original empirical evidence for the influence of culture on educational decision-making, the book raises awareness for the importance of cultural research in areas where it has been under-considered. This book will be of great interest to researchers, academics and postgraduate students engaged in the study of technology acceptance and technology use in education, as well as those interested in cultural studies.
African American English and the Achievement Gap
The Role of Dialectal Code Switching
Häftad, Engelska, 2019
504 kr
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Many African American children make use of African American English (AAE) in their everyday lives, and face academic barriers when introduced to Standard American English (SAE) in the classroom. Research has shown that students who can adapt and use SAE for academic purposes demonstrate significantly better test scores than their less adaptable peers. Accordingly, AAE use and its confirmed inverse relationship to reading achievement have been implicated in the Black-White Test Score Gap, thus becoming the focus of intense research and practical interest. This volume discusses dialectal code-switching from AAE to SAE and stresses the benefits and importance of African American students becoming bi-dialectal. It provides background theory and science supporting the most promising educational approach to date, Contrastive Analysis, a set of longstanding methods drawn from Second Language research and used effectively with students ranging from kindergarten through college. It offers a deeper knowledge of AAE use by students, the critical features of Contrastive Analysis, and detailed information about successful applications which teachers can apply in their own pedagogy.
Teaching Young Learners in a Superdiverse World
Multimodal Approaches and Perspectives
Häftad, Engelska, 2019
413 kr
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This book documents a collaborative action research project in one school where researchers and practitioners worked together to develop multimodal literacies and pedagogies for diverse, multilingual elementary classrooms. Following chronologically from Lotherington’s Pedagogy of Multiliteracies (2011), this volume picks up after teachers and researchers have learned how to work efficiently as a learning community to offer project-based learning approaches. This edited collection relates how teachers and students of different grade levels, language backgrounds, and abilities developed a shared agenda and created a framework for effective and inclusive practices. Contributors demonstrate that collaboration, creative pedagogical solutions and innovative project-based learning are all essential parts of learning and teaching socially appropriate and responsive literacies in a multimodal, superdiverse world.
Spirituality, Community, and Race Consciousness in Adult Higher Education
Breaking the Cycle of Racialization
Häftad, Engelska, 2019
519 kr
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Drawing on the lived experiences of Black students in adult degree completion programs at predominantly White, Christian institutions in the southern United States, this book presents a model for reimagining adult higher education. Westbrook explores the reasons students enrolled in degree programs, how they experience their predominantly white institutions, and how their experiences affect their lives. Employing Critical Race Theory and Christian theology as frameworks for evaluating the students’ experiences, the author sheds light on the ways African American experiences to inform, critique, and shape Christian adult learning in higher education.
504 kr
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This book presents a history of the ideas and activities of the American Political Science Association (APSA) in the field of citizenship education in public schools. Examining APSA’s evolving objectives and strategies in implementing citizenship education, Ahmad analyzes the complicated relationship between the teaching of government in the public schools and the APSA’s changing visions of citizenship education. By offering a narrative of political scientists’ ideas on citizenship and citizenship education, Ahmad reveals the impact of APSA’s worldview and official policies concerning pre-collegiate curriculum and instruction in citizenship education. By providing a comprehensive history of ASPA’s agenda and its implementation, this book sheds light on the intersection between the pedagogical goals of political scientists and the meaning, purpose, and context for citizenship education in high schools.
504 kr
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In this edited collection, authors from various academic, cultural, racial, linguistic, and personal backgrounds use critical discourse analysis as a conceptual framework and method to examine social inequities, identity issues, and linguistic discrimination faced by historically oppressed groups in schools and society. Language, Race, and Power in Schools unravels the ways and degrees to which these groups have faced and resisted oppression, and draws on critical discourse analysis to examine how multiple forms of oppression intersect. This volume interrogates areas of discrimination and injustice and discusses possibilities of developing coalitions and concerted efforts across the lines of diversity.
596 kr
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This volume offers both theoretical and research-based accounts from mothers in academia who must balance their own intricate knowledge of school systems, curriculum and pedagogy with their children’s education and school lives. It explores the contextual advantages and disadvantages of "knowing too much" and how this impacts children’s actions, scholastics and developing consciousness along various lines. Additionally, it allows teachers, administrators and researchers to critically examine their own discourses and those of their students to better navigate their professional and domestic roles.Gathering narratives from academic women in traditional and nontraditional maternal roles, this volume presents both contemporary and retrospective experiences of what it’s like to raise children amidst educational and sociocultural change.
705 kr
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Racially mixed children make up the fastest growing youth demographic in the U.S., and teachers of diverse populations need to be mindful in selecting literature that their students can identify with. This volume explores how books for elementary school students depict and reflect multiracial experiences through text and images. Chaudhri examines contemporary children’s literature to demonstrate the role these books play in perpetuating and resisting stereotypes and the ways in which they might influence their readers. Through critical analysis of contemporary children’s fiction, Chaudhri highlights the connections between context, literature, and personal experience to deepen our understanding of how children’s books treat multiracial identity.
504 kr
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This collection of original research explores ways that educators can create participatory spaces that foster civic engagement, critical thinking, and authentic literacy practices for adolescent youth in urban contexts. Casting youth as vital social actors, contributors shed light on the ways in which urban youth develop a clearer sense of agency within the structural forces of racial segregation and economic development that would otherwise marginalize and silence their voices and begin to see familiar spaces with reimagined possibilities for socially just educational practices.
334 kr
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In this collection of original essays, contributors critically examine the pedagogical, administrative, financial, economic, and cultural contexts of American Indian vocational education and workforce development, identifying trends and issues for future research in the fields of vocational education, workforce development, and American Indian studies.
Diverse Pedagogies of Place
Educating Students in and for Local and Global Environments
Häftad, Engelska, 2019
654 kr
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Diverse Pedagogies of Place presents eight original place-responsive pedagogies that address a question of paramount importance in today’s world: how do we educate the next generation of students to confront the challenges of global climate change and the on-going degradation of natural environments? Each place-responsive pedagogy is a result of innovative environmental educators’ long-term engagement with particular places, and demonstrates that personal connectedness is crucial to effective environmental education. Professional learning and teacher collaboration is an important theme throughout the book, and the editors discuss how teachers could adapt the learning activities and teaching strategies found in the book in order to create their own place-responsive pedagogies. Each case study provides a rich account of how students can learn to be attentive and draws upon a common analytical framework derived from recent theorisation of place that highlights the centrality of stories-in-place, embodiment, and contestation. The authors present detailed and persuasive evidence that place-responsive pedagogies enable students to construct their own identities, as well as develop commitments and a deeper knowledge of the environments that surround them. A work of international relevance, Diverse Pedagogies of Place will appeal to academics, researchers and postgraduate students in the fields of environmental education and sustainability, place-based education, outdoor learning, professional learning and teacher development, as well as policymakers and environmental educators.
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How can knowledge developed in one context be put to use in other contexts? How can students learn to do so? How can educators design for learning this? These are fundamental challenges to many forms of education. The challenges are amplified in contemporary society where people traverse many different contexts and where contexts themselves are continuously changing. Designing for Situated Knowledge Transformation provides a structured answer to these questions, through an investigation of the theoretical, empirical, methodological and pedagogical design aspects which they involve. Raising profound questions about the nature of knowledge, of situativity, and of transfer, transformation and resituation, it calls for and provides extended empirical studies of the forms of transformation that knowledge undergoes when people find themselves in new contexts while relying on existing knowledge. Considering many avenues of practical application and insight, Designing for Situated Knowledge Transformation develops a coherent framework for developing learning designs for knowledge transformation that is crucial in today’s educational settings.
Governing Literate Populations
The Political Uses of Literacy in Securing Civil Society
Häftad, Engelska, 2019
635 kr
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Securing the hearts and minds of ‘dangerous’ populations is a major concern for governments across the world. Governing Literate Populations shows how ‘governmentalities’ have deployed education and literacy in different ways in order to protect their national, social, economic and geopolitical security interests. Presenting a Foucauldian Genealogy of literacy and education, Kelly argues that government apparatuses strategically contain the rise of complex social forces to protect homogenous cultural values.Kelly’s work traces the development of the relationship between liberal governmentalities and the securitization of ‘martial’ literate citizenries from its beginnings in the Enlightenment, starting with Hobbes’ Leviathan in 1651, through to the emergence of human security in 1994. He then examines the situation in Australia from 1995-2007, investigating political statements by the Howard Government and the insurgent Rudd opposition against the backdrop of the ‘age of terror’. The conclusion takes another historical cut by considering how the political uses of literacy can be located in the texts of Plato, before examining how the conceptualization of literate subject as citizen of the state has come to be realized in the United Kingdom and the United States of America.Governing Literate Populations draws on data obtained from historical texts, including political and economic treatises, publications by NGOS, media sites, government policies and archived political speeches. As such, it will appeal to academics, researchers and postgraduate students examining education policy and the political uses of education, as well as literacy education and the history of education. Those with an interest in politics, sociology and history will also find this work a highly informative resource.
Educational Leadership as a Culturally-Constructed Practice
New Directions and Possibilities
Häftad, Engelska, 2019
635 kr
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This edited book collection disrupts received notions of educational leadership, culture and diversity as currently portrayed in practice and theory. It draws on compelling studies of educational leadership from the global north and south, as well as from a range of ethnic, religious and gendered perspectives and critical research approaches. In so doing, the book powerfully challenges contemporary leadership discourses of diversity that reproduce essentialising leadership practices, binary divisions and asymmetrical power relations. The various chapters contest and move beyond exhortations for leadership in increasingly diverse societies; revealing through their rich portraits of the hybridity of leadership practice, the shallowness of diversity discourses that are framed as something "we" (the culturally homogenous) leader do to (heterogenous) ‘others’. The volume is more than critique. Instead it offers readers new directions and possibilities through which to understand, theorise and practise educational leadership in the twenty first century. In portraying leading as a "relational practice in contexts of cultural hybridity" (Blackmore, this volume), it extends critical theories for and of leadership practice, examining the intersectionality between leadership and a range of social categories, and challenging notions of leadership as a singular construct. Compelling research narratives reveal educational leadership practice as nuanced, temporal, site specific and prefigured by traditions and cultural understandings that reach beyond a simplification of educational leadership as understood through unitary lenses of race, gender or ethnicity.This book is essential reading for academics and students of educational leadership and management, as well as administrators.
635 kr
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Consistent with international trends, there is an active pursuit of more engaging science education in the Asia-Pacific region. The aim of this book is to bring together some examples of research being undertaken at a range of levels, from studies of curriculum and assessment tools, to classroom case studies, and investigations into models of teacher professional learning and development. While neither a comprehensive nor definitive representation of the work that is being carried out in the region, the contributions—from China, Hong Kong, Taiwan, Korea, Japan, Singapore, Australia, and New Zealand—give a taste of some of the issues being explored, and the hopes that researchers have of positively influencing the types of science education experienced by school students. The purpose of this book is therefore to share contextual information related to science education in the Asia-Pacific region, as well as offering insights for conducting studies in this region and outlining possible questions for further investigation. In addition, we anticipate that the specific resources and strategies introduced in this book will provide a useful reference for curriculum developers and science educators when they design school science curricula and science both pre-service and in-service teacher education programmes. The first section of the book examines features of science learners and learning, and includes studies investigating the processes associated with science conceptual learning, scientific inquiry, model construction, and students’ attitudes towards science. The second section focuses on teachers and teaching. It discusses some more innovative teaching approaches adopted in the region, including the use of group work, inquiry-based instruction, developing scientific literacy, and the use of questions and analogies. The third section reports on initiatives related to assessments and curriculum reform, including initiatives associated with school-based assessment, formative assessment strategies, and teacher support accompanying curriculum reform.
Progressive Rhetoric and Curriculum
Contested Visions of Public Education in Interwar Ontario
Häftad, Engelska, 2019
125 kr
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Progressive Rhetoric: Contested Visions of Public Education in Interwar Ontario considers the ways that progressivist ideas and rhetoric shaped early curriculum and structural changes to Ontario’s public schools. Through a series of case studies, conceptual analyses, and personal reflections from the field, this volume shows how post-WWI era debates around progressive education were firmly situated within political, economic, social and intellectual evolutions in the province and beyond. By framing contemporary educational rhetoric in light of historical concepts and arguments, Progressive Rhetoric adds to the ongoing historical examination of the meaning of progressive education in the modern age.
Lectio Divina as Contemplative Pedagogy
Re-appropriating Monastic Practice for the Humanities
Häftad, Engelska, 2019
504 kr
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Offering an original application of the ancient monastic practice of lectio divina to the humanities, this book demonstrates the need for further emphasis on deep reading, reflection, and contemplation in contemporary university classrooms. Each chapter provides readers with an historical overview of the four movements of this monastic method: lectio (reading), meditatio (interpreting), oratio (responding), and contemplatio (experiencing wisdom), and suggests ways to incorporate these practices in humanites courses. Keator demonstrates that the lectio divina method is a viable pedagogical tool to guide students slowly and methodically through literary texts and into a subjective experience of wisdom and meaning.
Applying Cultural Historical Activity Theory in Educational Settings
Learning, Development and Research
Inbunden, Engelska, 2019
2 037 kr
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Applying Cultural Historical Activity Theory in Educational Settings harnesses research and development for educational improvement, bridging the gap between research and practice. Exploring how collaborations between researchers and practitioners can be used to co-construct solutions to real-world problems, this book considers key concepts in cultural historical activity theory (CHAT), including models as resources that can be used to build and facilitate collaboration between researchers and practitioners. The chapters of the book draw on research findings from the practices of learning communities in diverse educational settings: teacher education, the education of school leaders, early childhood education and driving teacher education. Applying Cultural Historical Activity Theory in Educational Settings is an excellent resource for researchers and practitioners seeking to construct new knowledge and develop practice, or wishing to expand their knowledge of CHAT.