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Books on the topic 'Field education pedagogy'

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Author: Grafiati
Published: 5 May 2023

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1

Schleicher, Antonia Yétúndé Fọlárìn. The pedagogy of African languages: An emerging field. Columbus: National East Asian Languages Resource Center, Ohio State University, 2000.

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2

Basil Bernstein: The thinker and the field. New York, N.Y: Routledge, 2013.

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3

Ivanovskaya, Ol'ga, Ol'ga Eleckaya, and Irina Prischepova. Text pedagogy and psycholinguistics. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1845986.

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The textbook is devoted to the philological foundations of defectological education and psycholinguistics. It takes into account the peculiarities of the professional activity of a teacher — a person who has to use language and speech as tools of his work. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate students studying in the field of training "Special (defectological) education".
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4

Kashlev, Sergey, A. Poznyak, and T. Krasnova. Pedagogy: theory and practice of the pedagogical process. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1514399.

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The structuring of the content of the course "Pedagogy" is based on the idea of a holistic pedagogical process as a leading phenomenon of pedagogical reality. The textbook integrates the innovative experience of developing the theory and practice of the pedagogical process, giving an idea of the teacher as a specialist in the organization of the pedagogical process; pedagogy as a science of the pedagogical process; the pedagogical process as a phenomenon of reality; about a variety of pedagogical tools that can be in the arsenal of the teacher; pedagogical conditions that make up the pedagogical process; the formation of the basic culture of the individual in the pedagogical process. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate students studying in the fields of Education and Pedagogical Sciences, as well as teachers of educational institutions, graduate students and master's students of pedagogical specialties, students and teachers of the system of advanced training and retraining of specialists in the field of education, teachers and managers of institutions of general secondary education, additional education of children and youth.
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5

Bulgakova, Irina, and T. Dyagileva. Philosophy of education. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1859641.

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The monograph is devoted to the philosophical problems of upbringing and education. The solution to the problems of the systemic crisis in the field of education and upbringing lies in changing the type of thinking of a modern teacher. The author highlights such sections as ontology and anthropology of education. The models of hermeneutics, phenomenology, existentialism, pragmatism and postmodernism education are studied in detail. An approach corresponding to the post-nonclassical type of rationality is proposed. An attempt is being made to overcome mechanistic, biologizing and sociologizing extremes in understanding the nature of education. The philosophy of education, according to the author, is a meta-theoretical concept that can become the basis for a systematic study of education and modernization of pedagogy, a source of pedagogical creativity. It can be useful to anyone who deals with the problems of methodology of humanitarian knowledge and problems of creativity in the field of pedagogy. It may be of interest to philosophers, anthropologists, psychologists, educators, historians of Russian philosophy.
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6

Danchenko, Sergey. The Beginnings of Security Pedagogy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1371146.

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The monograph is devoted to the study of the problem of the formation and development of security pedagogy in the context of the philosophical understanding of the phenomenon of security. Based on the analysis of works devoted to the problems of human security, the most general theoretical provisions of this field of knowledge are determined. The actual problems of the science of safety are formulated, the concepts of "danger" and "safety" as philosophical categories are defined. The theoretical and methodological foundations of the scientific direction of life safety and safety pedagogy are presented. The didactic features are defined, the specific principles of safety pedagogy at the level of general education are highlighted. A methodological approach to teaching the basics of security is proposed. The results of the study of the application of the proposed approach are presented. It is intended for researchers and practitioners in the field of life safety and security education.
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7

G, Adams Natalie, ed. Learning to teach: A critical approach to field experiences. Mahwah, N.J: L. Erlbaum Associates, 1998.

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8

Irina, Sergeevna. Preschool education. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1039882.

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The purpose of the textbook is to form a circle of basic concepts included in the topic of preschool education, to give an overview of the existing features of working with preschool children for future employees of this field of education. The history of the development of preschool pedagogy abroad and in our country is described in detail, the calendar of child development is given, the issues of the specifics of working with children with developmental disabilities are considered, recommendations are given on the organization of various activities within the framework of the work, and attention is paid to the issues of quality control of preschool education. It is addressed to students studying under the specialty program 44.02.01 "Preschool education".
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9

Nazarova, Nataliya, and Gennadiy Penin. Special pedagogy:Volume 1: History of special pedagogy. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1078993.

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The textbook presents the history of special pedagogy as an independent branch of scientific and pedagogical knowledge. Analyzes the development of scientific thought in special education from the standpoint of modern science and development of special education people with disabilities (prescientific period — beginning of XXI century). The main stages of the development of scientific knowledge in special pedagogy in connection with the formation of its individual branches are highlighted. The most important scientific ideas, concepts, and theories that have had a decisive influence on the development of special pedagogy and its branches are presented. For students of higher education institutions studying in the areas of bachelor's and master's degree "Special (defectological) education". It can be useful for graduate students and University teachers, researchers in the field of General pedagogy.
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10

Snapshots of school leadership in the twenty-first century: Perils and promises of leading for social justice, school improvement, and democratic community : the UCEA Voices From the Field Project. Charlotte, N.C: Information Age Pub., 2012.

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11

Media globalne--media lokalne: Zagadnienia z obszaru pedagogiki medialnej i edukacji regionalnej = Global media--local media : issues from the field of media pedagogy and regional education. Kraków: Impuls, 2012.

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12

Bulgakova, Irina. Anthropology of education in the Russian culture. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1044191.

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The monograph is devoted to a systemic study of education in the context of Russian culture. We propose an approach corresponding to the postnonclassical type of rationality, to overcome Biologicheskie and sotsiologicheskie extremes in understanding the nature of education. Anthropology of education, according to the author, is a metatheoretic concept, which can be a basis for the systematic study of education. Used methodological principles of synergetics as the basis of innovative models in the sphere of upbringing and education. Investigated in detail the peculiarities of interpretation of Russian education in psychoanalysis and pedagogical anthropology. Composite monograph is structured as a dialogue between representatives of Western European and domestic anthropology of education. Can be useful for anyone who deals with the problems of methodology of the Humanities and problems of creativity in the field of pedagogy. Will also be of interest to philosophers, anthropologists, psychologists, pedagogues, historians of Russian philosophy.
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13

Borisova, M. Pedagogy of the camp. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25002.

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Academic edition is a part of the educational complex consisting of a tutorial and workshop, which is designed to help the students in mastering of educational disciplines included in the undergraduate program, and teaching practice. The textbook discusses the history of the emergence and development of summer camps, presents materials that are necessary for the organization of work in children's camp: theoretical foundations of organizing the activities of counselors, guidelines for working with children of different age groups, the performance of the regime moments, forms and methods of organization of process of education in DOLLARS, etc. In the workshop the material presented on the organization of different activities of children and adolescents in the camp. The allowance is aimed at assisting the counselor in working with the temporary children's collective in the conditions of the camp. The content of the textbook meets the requirements of Federal state educational standard of higher education of the last generation. For students of higher educational institutions enrolled in the fields of study within the enlarged group "Education and pedagogy", as well as professionals of education and all those interested in problems of children's recreation and recuperation.
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14

Shirshov, Vladimir. The history of social work. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/989564.

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The tutorial describes the stages, forms and models of the formation and development of social work in Russia and abroad. Describes the main concepts of international legal norms, principles, trends and problems of development of social work. Reflected the ideas of outstanding teachers, psychologists and political figures that have influenced the formation and development of social work in our country and abroad. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for teachers, students studying the discipline "History of social work" the main educational programs of baccalaureate Social work, graduate students and others working in the field of social pedagogy and social work.
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15

Korzhuev, Andrey, and Eleonora Nikitina. Research intelligence, solving pedagogical problems. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1086405.

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The monograph presents basic research skills that need to be mastered to participants of pedagogical research; particular attention is paid to research the correct dialogue and reflection the research design at all stages of its implementation. For researchers in the field of pedagogy, undergraduates, postgraduates and doctoral students of pedagogical specialties, workers of practical education involved in research and project activities, bachelors preparing for the defence of graduation thesis.
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16

Zelenkov, Mihail, Aleksandr Skalepov, and Aleksandr Chaevich. The fundamental foundations of social conflict. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1837051.

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The textbook highlights the provisions of fundamental theories of social conflict, the results of the analysis of practical activities for its prevention and settlement, as well as the experience of previously prepared educational publications on this issue. The main directions, paradigms, concepts of the theory and practice of social conflict, their projections on the content of modern social relations are shown. The methodology of constructing the material of the educational publication is based on the use of a retrospective approach, which allowed us to outline the fundamental foundations of social conflict from a historical point of view and in the development of its characteristics over time. In addition, the principles of the well-known domestic theorist and practice of pedagogy V.F. Shatalov are applied, in particular, the repeated repetition of basic provisions, which ensures more effective memorization with less concentration of the student's attention. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is addressed to teachers, students, undergraduates, postgraduates and doctoral students of higher educational institutions, and can also be used by practitioners in the field of information analytics and mediation.
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17

Derekh ha-ṭevaʻ: Ha-pedagogyah ha-ṭivʻit ṿeha-ṭiyul ha-ḥinukhi. Bene Beraḳ: Sifriyat poʻalim, 2010.

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18

Luk'yanova, Inna, Svetlana Utenkova, Rinat Gimranov, and Ol'ga Anikeeva. Family studies. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1818581.

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The textbook examines the legal foundations of marriage and family relations, the life cycle, the sociology and psychology of the family, as well as the problems of families raising a child with developmental disabilities. The variety of approaches to the family in social work, general and special pedagogy and psychology is revealed. The content of the textbook meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate students studying in the fields of "Sociology and social work", "Special (defectological) education", masters, postgraduates, teachers, as well as sociologists, psychologists, teachers and workers of other professions working with the family.
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19

Tihonova, Elena, Elena Dianina, Vasiliy Egorov, and Elena Karpova. Social management of career guidance activities in educational institutions of a modern metropolis. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1872851.

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The monograph is devoted to the analysis of the theoretical and methodological foundations of the study of the management system of professional orientation of high school students of general education institutions in the conditions of a modern metropolis. The central place in the work is occupied by the author's structural and functional model of management of the system of career guidance. A large theoretical material based on the results of the author's research is presented, which allows to formulate and substantiate a number of new scientific provisions that open up a promising direction in the study of the problems of career guidance in the mainstream of management sociology. The results of a multidimensional analysis of the data of the author's empirical studies of the influence of macro- and microsocial factors on the effectiveness of career guidance management in educational institutions of the modern Russian metropolis on the example of Moscow are presented. It is intended for a wide range of specialists in the field of sociology of management, pedagogy, sociology of education, as well as for heads of sociological services, teachers, graduate students, students, anyone interested in the issues of professional orientation of young people in a modern metropolis.
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20

G, Adams Natalie, ed. Learning to teach: A critical approach to field experiences. 2nd ed. Mahwah, N.J: L. Erlbaum Associates, 2005.

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21

Estévez Cuervo, Hernando Arturo, ed. Teaching to discern. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2019. http://dx.doi.org/10.19052/9789585486782.

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The issue of academic environments involves both research and practice. It gathers theoretical and practical pieces of knowledge for a permanent analysis and evaluation of pedagogy, content, and accomplishments in the educational field. Moreover, educational practices no longer occur within the boundaries of a specific field; in a globalized world, those practices must overcome their traditional boundaries in order to expand to different disciplines and to different ways of understanding pedagogy. In our time, knowledge travels; ideas and experiences are shared in educational platforms worldwide while educators and students create novel ways to collectively participate in research projects that contribute to a greater understanding of the universe. The anthology Teaching to Discern: Forming Connections, Decolonizing Perspectives aims to provide a novel context for academic dialogue on globalized pedagogical practices. Specifically, it focuses on what it means to teach abroad, which means discussing methodologies, pedagogies and contents used by educators who have had the opportunity of teaching in a foreign country. This book is a dialogue that engages academic experiences in a theoretically expansive and encompassing methodological and content-driven framework around the topic of teaching abroad.
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22

Fantaccini, Fiorenzo, and Raffaella Leproni, eds. “Still Blundering into Sense”. Maria Edgeworth, her context, her legacy. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-6453-971-3.

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“Still Blundering into Sense”. Maria Edgeworth, her context, her legacy. This collection of international contributions, as well as celebrating Maria Edgeworth’s 250th anniversary, proposes some further investigation on two fundamental aspects of her thought and legacy, still little examined in depth: her interest in the education of the young (and of the adults supposed to educate them) in an empirical perspective, explicitly scientific, open to different religious confessions and addressed to all social classes; and the urge for a wider and shared tolerance for alterity. The various essays in the collection offer some insight on the multi-layered relationships between the universe of education and its relationship with the development of knowledge, literature – particularly children’s literature – and pedagogy, as well as between women’s emancipation and the development of both individual and social identity. Their common ground is a dialogic perspective aiming to connect areas of scholarship, which the academia generally classifies into separate research fields.
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23

Dovhyi, S. Museum pedagogy in scientific education (2020). National Center "Small Academy of Sciences of Ukraine", Kyiv, Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-19-11-2020-251.

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The collection contains abstracts of reports presented at the II All-Ukrainian scientific-practical conference "Museum pedagogy in science education", held on November 26, 2020. The issue of museum pedagogy encourages dialogue between scientists in various fields, museum professionals and educators to better use the latest achievements and innovative educational solutions. In the collection, the authors highlight the issues of creating new modern museum centres and updating the existing museum space; analyze the achievements of world experience in the field of museum pedagogy, taking into account the traditions of national science and education, features of language and culture; outline the advantages of using special interactive expositions, modern methods and forms of work with museum visitors, which are broadcast using game and information technologies and contribute to the implementation of scientific, educational, cultural and educational programmes and projects; analyze the situation that has developed in Ukraine and around the world in museums due to the COVID-19 pandemic.
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24

Chapman, Thandeka K., Paul A. Schutz, and Jessica T. DeCuir-Gunby. Understanding Critical Race Research Methods and Methodologies: Lessons from the Field. Taylor & Francis Group, 2018.

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25

Chapman, Thandeka K., Paul A. Schutz, and Jessica T. DeCuir-Gunby. Understanding Critical Race Research Methods and Methodologies: Lessons from the Field. Taylor & Francis Group, 2018.

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26

Tony, Brown, Kaela Jubas, and Nancy Taber. Popular Culture As Pedagogy: Research in the Field of Adult Education. BRILL, 2015.

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27

Tony, Brown, Kaela Jubas, and Nancy Taber. Popular Culture As Pedagogy: Research in the Field of Adult Education. BRILL, 2015.

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28

Tony, Brown, Kaela Jubas, and Nancy Taber. Popular Culture As Pedagogy: Research in the Field of Adult Education. BRILL, 2015.

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29

Understanding Critical Race Research Methods and Methodologies: Lessons from the Field. Routledge, 2018.

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30

Chapman, Thandeka K., Paul A. Schutz, and Jessica T. DeCuir-Gunby. Understanding Critical Race Research Methods and Methodologies: Lessons from the Field. Routledge, 2018.

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31

Chapman, Thandeka K., Paul A. Schutz, and Jessica T. DeCuir-Gunby. Understanding Critical Race Research Methods and Methodologies: Lessons from the Field. Taylor & Francis Group, 2018.

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32

Chapman, Thandeka K., Paul A. Schutz, and Jessica T. DeCuir-Gunby. Understanding Critical Race Research Methods and Methodologies: Lessons from the Field. Taylor & Francis Group, 2018.

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33

charania, gulzar raisa. Encounters with Northern development workers: Reflections from the "Field". 2001.

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34

Adams, Natalie G., Bryan Deever, Delores Liston, and Christine M. Shea. Learning to Teach: A Critical Approach to Field Experiences. Lawrence Erlbaum Associates, 1998.

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35

On the way to critical praxis: Field education as a relevant theological pedagogy at the United Theological College, Bangalore. Bangalore: United Theological College, 2002.

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36

Adams, Natalie G., Bryan Deever, Delores D. Liston, and Christine Mary Shea. Learning to Teach: A Critical Approach to Field Experiences. Taylor & Francis Group, 2006.

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37

Adams, Natalie G., Bryan Deever, Delores D. Liston, and Christine Mary Shea. Learning to Teach: A Critical Approach to Field Experiences. Taylor & Francis Group, 2006.

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38

Adams, Natalie G. Learning to Teach: A Critical Approach to Field Experiences. Taylor & Francis Group, 2006.

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39

Adams, Natalie G., Bryan Deever, Delores D. Liston, and Christine Mary Shea. Learning to Teach: A Critical Approach to Field Experiences. Taylor & Francis Group, 2006.

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40

Adams, Natalie G., Bryan Deever, Delores D. Liston, and Christine Mary Shea. Learning to Teach: A Critical Approach to Field Experiences. Taylor & Francis Group, 2016.

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41

Clipa, Otilia, and Małgorzata Stawiak-Ososińska. Trends and Prospects of the Education System and Educators’ Professional Training Development. Edited by Mariia Oliinyk. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.

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The monograph presents the results of international research activities on the pedagogical education and professional training development in the modern socio-cultural environment. Theoretical and methodological principles of the professional training for future specialists in the field of pedagogy and educational policy strategy during socio-economic changes in Ukraine and EU countries are studied, common conceptual trajectories of the preschool education modernization are offered. Psychological, pedagogical and social aspects of education for children of different age categories and children with special educational needs are substantiated. Particular attention is paid to the use of innovative technologies in the educational process. The progressive ideas of Vasyl Sukhomlynsky’s pedagogical heritage in the practice of a modern educational institution are highlighted. The work is intended for research and scientific-pedagogical workers in the field of education, graduate students, students, as well as professionals who are interested in modern approaches to pedagogical education and professional training.
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42

Hytten, Kathy. The Oxford Encyclopedia of Philosophy of Education. Oxford University Press, 2022. http://dx.doi.org/10.1093/acref/9780190919726.001.0001.

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108 entries This edited collection provides a comprehensive, global, invitational, and accessible overview of contemporary issues in the field of philosophy of education. It includes a wide range topics, ideas, and diverse perspectives from around the world. Each chapter is an in-depth exploration of a philosophic topic or issue relevant to teaching, education, pedagogy, and/or schooling. Authors include well-known and emerging scholars who write in invitational ways to a non-specialist audience. Taken together, the chapter authors illuminate the kinds of questions that philosophers ask about education and schooling, and the tools and resources they bring to bear on these questions. They show the ways in which educational philosophers uncover fundamental assumptions, describe relationships among ideas, analyze concepts, unpack taken-for-granted claims, connect disparate viewpoints, identify the validity and consistency of claims, unsettle commonsense, propose hypothetical experiments, provide critical commentary on ideas, render givens as contingent, explore the interactions of ideas and experience, and offer alternative possibilities. The volume is organized into ten sections: philosophical traditions and explorations in education; non-Western, indigenous, and post/decolonial philosophies of education; race, gender, sexuality, and marginalized perspectives; globalization, democracy, and citizenship education; ethics, justice, morality, and character education; philosophical issues in research and educational practice; philosophical issues and controversies in K-12 education; philosophy of childhood, parenting, upbringing, and formation; philosophical issues in arts and aesthetics in education; and contemporary topics and issues in philosophy of education.
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43

Licardo, Marta, and Isabel Simões Dias, eds. Contemporary themes in early childhood education and international educational modules. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-269-5.

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The purpose of the book is to present contemporary themes in early childhood education that are important for preschool education in practice and as topics in the education of students who will work in preschool education settings. The presented scientific research includes various themes in the field of pedagogy, didactics, special didactics and psychology. The results of the research reveal important conclusions regarding relationships between children and preschool teachers, children’s relationships with peers, important practices for social-emotional learning, problems that occur in students’ mathematics knowledge and the possibilities of promoting family literacy. Professional reports present international good practices in various educational settings for preschool education students. The presented good practices are innovative and are all based on socio-constructivist pedagogies. Authors report on how to activate learning in early childhood education with service learning, programming with children, science technology and maths, daily training in kindergartens, multimodal literacy, dance and didactic materials. In the last chapter international educational modules are presented that were prepared and tested within the project Erasmus+: International Learning Module in Early Years Education (EYE), between the years 2017 and 2019. These modules are examples of innovative education and how to integrate important topics in international early childhood education.
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44

Nagda, Biren (Ratnesh) A., Patricia Gurin, and Jaclyn Rodríguez. Intergroup Dialogue: Education for Social Justice. Edited by Phillip L. Hammack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199938735.013.25.

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This chapter focuses on intergroup dialogue (IGD), an educational approach that teaches about and for social justice. Intergroup dialogue addresses one of the central concerns in contemporary research on intergroup contact between groups with distinct social statuses: Do identity salience and positive relationships mobilize or sedate collective action on the part of disadvantaged or advantaged groups? We explicate how IGD addresses the concerns through its theoretical and practice model. IGD pedagogy—content, structured interaction, and facilitation—fosters critical-dialogic communication processes that in turn impact cognitive and affective psychological processes. These two kinds of processes then produce outcomes. Results from a longitudinal, multi-site field experiment of randomly assigned (dialogue and control) students (N = 1437) showed significant treatment effects for dialogue students and strong support for the theoretical model and the centrality of the communication processes. These results support our claim that critical-dialogic intergroup dialogue heightens, not mutes, commitment to action.
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45

Conway, Colleen M. Teaching Music in Higher Education. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190945305.001.0001.

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This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on learner-centered pedagogy or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of teaching as transmission is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, the book relies on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching.
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46

Schwittay, Anke. Creative Universities. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529213645.001.0001.

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How can higher education contribute to tackling today's complex challenges? In this wide-ranging book, the author argues that, in order to inspire and equip students to generate better responses to global challenges, we need a pedagogy that develops their imagination, creativity, emotional sensibilities and practical capabilities. The author proposes a critical-creative pedagogy that incorporates design-based activities, experiential teaching, serious play and future-oriented practices. Crucially, the book demonstrates the importance of moving beyond analysing limitations to working towards alternatives for more equitable, just and sustainable futures. Presenting concrete ideas for the reimagination of higher education, this book is an essential read for both educators and students in any field studying global challenges.
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47

Montrul, Silvina, and Maria Polinsky, eds. The Cambridge Handbook of Heritage Languages and Linguistics. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108766340.

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Heritage languages are minority languages learned in a bilingual environment. These include immigrant languages, aboriginal or indigenous languages and historical minority languages. In the last two decades, heritage languages have become central to many areas of linguistic research, from bilingual language acquisition, education and language policies, to theoretical linguistics. Bringing together contributions from a team of internationally renowned experts, this Handbook provides a state-of-the-art overview of this emerging area of study from a number of different perspectives, ranging from theoretical linguistics to language education and pedagogy. Presenting comprehensive data on heritage languages from around the world, it covers issues ranging from individual aspects of heritage language knowledge to broader societal, educational, and policy concerns in local, global and international contexts. Surveying the most current issues and trends in this exciting field, it is essential reading for graduate students and researchers, as well as language practitioners and other language professionals.
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48

Gallagher, Eugene V. Teaching Religious Studies. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.33.

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Teaching about religion in American higher education has been shaped by multiple contexts, from the personal and institutional through the national and international. One persistent question concerns the purposes of teaching about religion, from Christian character formation to broad religious literacy as a prerequisite for informed citizenship. As the number of departments grew throughout the twentieth century, fundamental disagreements about the purposes of collegiate study of religion, the ideal curriculum, and the role of the teacher persisted. Contemporary movements, like advocating for religious literacy, “contemplative pedagogy,” and the push for infusing “spirituality” into higher education actually reprise earlier arguments. The field remains divided on several fundamental issues.
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49

Davidson, Cathy N., and Danica Savonick. Digital Humanities. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.14.

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This chapter traces the emergence of an interdisciplinary field, the digital humanities, in response to a complex set of recent personal, ethical, psychological, social, cultural, spiritual, and political concerns, many generated by technology, that require the insights of humanistic inquiry. Drawing from examples of digital humanities praxis including FemTechNet, HASTAC, and the Futures Initiative, this chapter focuses on the pedagogical implications of the digital humanities as an interdisciplinary field. A specific case study, “Mapping the Futures of Higher Education,” is used to explore some of the implications of interdisciplinary, networked pedagogy. The chapter concludes with an analysis of the administrative collaborations and conditions necessary to facilitate this interdisciplinary work.
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50

Newman, Tara, Fernando F. Padró, and Karen Trimmer. Ensuring Quality in Professional Education Volume I: Human Client Fields Pedagogy and Knowledge Structures. Palgrave Macmillan, 2019.

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