Books on the topic 'Formal education contexts'
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1
Bandini, Gianfranco, and Stefano Oliviero, eds. Public History of Education: riflessioni, testimonianze, esperienze. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.
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This volume represents the founding act of a proposal for training, didactic, study and research work which aims at enhancing historical knowledge in the field of education and educational professionalism. The contributions intend to highlight the identity and usefulness of history and, in particular, of the history of education, not only for every education level, but for the life of local communities itself. At the same time, the authors aim at suggesting a desirable development of the history of education by adopting a Public History approach. This way, academic knowledge can actually be brought into contact with educational contexts, much more so than it has been done so far, in order to respond, together with other disciplines, to the emerging social needs. The Public History of Education, intended this way, can create new profitable relationships between formal and informal education, between the past and present of educators and teachers, between the world of research, cultural institutes (above all, museums) and society.
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M, Singleton D., Little D. G, Irish Association for Applied Linguistics., and British Association for Applied Linguistics., eds. Language learning in formal and informal contexts: Proceedings of a joint seminar of the Irish and British Associations for Applied Linguistics held at Trinity College, Dublin, 11-13 September 1984. 2nd ed. Dublin: Irish Association for Applied Linguistics, 1986.
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3
1949-, King Linda, and Unesco Institute for Education, eds. Learning, knowledge, and cultural context. Dordrecht: Kluwer, 1999.
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4
Yubero, Santiago. Exclusión: Nuevas formas y nuevos contextos. Cuenca: Ediciones de la Universidad de Castilla-La Mancha, 2009.
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5
Amina, Osman, Commonwealth Secretariat, and ADEA Working Group on Non-Formal Education., eds. Achieving education for all: The case for non-formal education : report of a symposium on the Implementation of Alternative Approaches in the Context of Quality Education for All. London: Commonwealth Secretariat, 2005.
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6
Vivek, Kaushik, and Institute of Social Sciences (New Delhi, India), eds. Restructuring of elementary primary and non-formal education in the context of the new Panchayati Raj: Commission report. New Delhi: Institute of Social Sciences, 1996.
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7
Alitolppa-Niitamo, Anne. The Icebreakers: Somali-speaking youth in metropolitan Helsinki with a focus on the context of formal education. Helsinki: Population Research Institute, the Family Federation of Finland, 2004.
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8
Shevcov, Aleksandr. Classical and non-classical logic in historical-philosophical aspect: basic principles and concepts. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1018310.
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In the textbook systematically described the concept of logic — of the subject, understood as the Foundation of philosophy. Special emphasis is placed on the historical background of the development of logic, it is emphasized that logic as a scientific discipline was formed in close connection with other Sciences, including natural science profile.
Content of the manual fully complies with the requirements of Federal state educational standard of higher education in the direction of training 47.04.01 "Philosophy".
Recommended for students of higher educational institutions studying the history of philosophy, University professors, and others interested in philosophy.
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Volodina, Elena. Materials Science: Design, architecture. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1046078.
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The second volume of the textbook contains information about finishing materials, products and engineering systems in relation to the interior design of a modern building. Special attention is paid to the actual finishing materials, as well as their ecological and aesthetic characteristics, which are important for creating an expressive subject-spatial environment.
The well-thought-out structure of the book allows you to successfully master the discipline in different formats of vocational education: secondary vocational, bachelor's, master's, professional retraining. The volume of the studied material is determined by the teacher in accordance with the work program.
The content meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for students in the areas of training "Design", "Environment Design", "Architectural environment Design", "Architecture", "Architectural design". It will also be useful as a reference for practicing designers, architects, restorers, builders, teachers of materials science and a wide range of people interested in this field of knowledge.
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Dikun, Aleksandr. The dynasty of Sibiryak merchants and its role in the development of Eastern Siberia in the XVIII-early XX century. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1225271.
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The monograph highlights the main stages of the formation and development of the dynasty of Irkutsk merchants Sibiryakovs, the participation of its representatives in the life of the region in the context of modernization processes that took place in the country as a whole and in Siberia in particular. The multifaceted entrepreneurial, social, research and charitable activities of all generations of the Sibiryakovs in the Siberian region in the period from the XVIII to the XX century are considered within the framework of local history.
The author analyzes the structure of the dynasty, the order and rules of inheritance of property, the system of family ties, individual and group social and economic mobility, social functions of the sexes, socio-political and cultural representations, formal and informal means of influence within the family, the economic activity of the dynasty as a whole.
It is addressed to teachers, methodologists, students of historical faculties, everyone who is interested in the history of Siberia. The materials and main provisions of this research can be used in the preparation of educational and methodological manuals, for the development of special courses on the history of the region and the creation of generalizing works on the economic development of Siberia, programs on historical and local history, economic and cultural education, patriotic education of the younger generation.
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Michelle, Funk, Saraceno Benedetto, Pathare Soumitra, Flisher Alan J, and World Health Organization, eds. The mental health context. Geneva: World Health Organization, 2003.
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12
Voronina, Larisa. Financial accounting: theory and practice. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1171982.
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The textbook is based on the normative acts of the system of regulatory regulation of accounting currently in force in the Russian Federation in accordance with the latest amendments to the Tax Code of the Russian Federation and the Labor Code of the Russian Federation.
The basics of the organization of accounting and the principles of its differentiation into financial and managerial accounting are considered. The methodology of accounting for the assets, liabilities and capital of the organization is described, the main aspects of taxation are presented. Numerous practical examples, questions for self-examination and interviews, tests and workshops are given for all chapters.
The content of the textbook and the professional competencies formed based on the results of its study meet the requirements of the federal state educational standards of higher education of the latest generation, the Main Professional Educational Program of Higher Education (OPOP HE) "Accounting, analysis and audit" in the direction of training 38.03.01 "Economics" and the working program of the discipline "Accounting financial Accounting" (MFUA).
For students of economic universities and faculties, students of the system of advanced training and retraining, for practitioners of accounting services, audit companies and administrative and managerial personnel.
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Páez-Martínez, Ruth Milena, Mónica María del Valle Idarraga, Mirta Yolima Gutiérrez Ríos, and Mario Ramírez-Orozco. La familia rural y sus formas de diálogo en la construcción de paz en Colombia. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2016. http://dx.doi.org/10.19052/9789588939896.
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La obra es un aporte significativo al campo de los estudios de familia en Colombia y, en particular, al tópico de familia rural tan escasamente abordado. Desde una perspectiva educativa, en la obra se hacen visibles las prácticas dialógicas en las familias rurales, hondamente vinculadas con su cultura, su contexto y con sus particulares perspectivas de verse y sentirse rurales. Además, el libro centra la atención en la capacidad de estos grupos para generar espacios, tiempos y prácticas de diálogo, así como para reflexionar y plantear posibilidades en la construcción de paz en el país. Sin duda, en el marco del diálogo como movilizador de formación humana y como mediador de tensiones y conflictos humanos, quedan pistas sugerentes para la comprensión de los procesos de paz dentro y fuera de la familia.
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Echavarría Grajales, Carlos Valerio, and Eloisa Vasco Montoya. Las voces de niños y niñas sobre la moral. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2009. http://dx.doi.org/10.19052/9789585136182.
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La obra tuvo como propósito central escuchar cuidadosamente las voces de niñas y niños sobre asuntos relacionados con la moral. En las expresiones y testimonios del grupo de niños que participó, el lector encontrará una sorprendente manera de describir el sentido de lo bueno, lo malo, lo justo, marcada por la perspectiva y las experiencias cotidianas de los niños. Se trata de reflexionar sobre las categorías básicas de lo moral, no desde el punto de vista de las preocupaciones y la experiencia del adulto, sino desde la opinión de los niños. Esta perspectiva pedagógica y docente, así como de las intencionalidades formativas y de la manera en que una institución educativa comprende el contexto social y cultural en el que ésta inserta para hacer más pertinente su que hacer educativo. Se trata de un texto que, desde la mirada de niñas y niños de contextos violentos, describe sentidos locales y circunscritos a la vida cotidiana de la preservación de la vida, la lealtad, el que hacer político y la vinculación y adherencia a normas legales y por fuera de la ley como formas fundamentales de convivencia y, en algunas circunstancias, de preservación de la vida propia y de los cercanos. Es un texto que interpela y relativiza las verdades absolutas sobre lo que es bueno, digno y justo para todos; llama la atención sobre el compromiso ético y político de la escuela con la formación ciudadana, ética y política; exige que los académicos y científicos sociales involucren otras maneras de comprensión de lo real.
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Shakespeare, William. A midsummer night's dream: Texts and contexts. Boston: Bedford/St. Martin's, 1999.
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16
Durakova, Irina, Larisa Matasova, Ekaterina Mayer, Ivan Grigorov, Tat'yana Rahmanova, Elena Mitrofanova, Anna Bagirova, et al. Personnel management in Russia: reboot. Book 11. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/2035498.
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The monograph contains the results of research concerning, firstly, new ideas about employees and about human resource management in the context of a reset of the labor market and sanctions restrictions. In the context of these directions, the competition factor is considered as an imperative to reset the supply and demand of labor, the specifics of the modern psyche and existential reality, the role of human capital in the sustainable development of the corporation. Secondly, the actual role of continuing education as a basis for the competitiveness of workers in a period of economic instability, its inclusive scenario and, as a consequence, knowledge, formed, including taking into account the policy of digitalization. Thirdly, issues of well—being, the content of which is a culture of caring and psychological safety of employees, including conditions of crisis economic development, an inclusive environment, family-friendly policy of the organization. Fourth, the problems of managing older workers in the concepts and practice of personnel management: professional success in aging societies, technology for achieving active longevity, training, productivity and remuneration. Fifth, resetting approaches to personnel management: the formation of an organization's culture in the context of the development of information and communication technologies, the development of a system of documentation support for personnel management in order to reduce personnel and legal risks.
For students, postgraduates and teachers of economic universities and faculties, as well as a wide range of readers interested in personnel management issues.
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Barragán Giraldo, Diego Fernando. Formación integral universitaria. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2020. http://dx.doi.org/10.19052/9789585136380.
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La obra propone un itinerario para la comprensión y puesta en práctica del campo de la formación integral, en perspectiva universitaria. Se trata de la estrategia-dispositivo “Itinerario para la Formación Integral Universitaria (IFIU)”, la cual es versátil, ya que puede adaptarse a otros contextos educativos y servir como modelo. De esta forma, le apuesta a una lectura crítica sobre esta experiencia formativa. Las acciones de los investigadores que participaron en este trabajo han permitido configurar una auténtica comunidad de práctica, en la que se han compartido saberes y modos de proceder frente al ejercicio investigativo.
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Candy, Philip C. Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass, 1991.
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19
Goel, B. S. A study of the evolution of the textbook: The evolution of the textbook and its role in formal education in the context of a changing society from the ancient to the modern period with special emphasis on the modern period. New Delhi: National Council of Educational Research and Training, 1987.
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20
Arias Gómez, Diego Hernán. ¿Qué cambia la educación?, políticas públicas y condiciones de los cambios educativos. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2014. http://dx.doi.org/10.19052/9789588844343.
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Un cambio educativo implica transformaciones en la estructura de la escuela y del sistema, cuya motivación, adecuación e implantación requieren largos y penosos esfuerzos por revisar los contextos y las necesidades. Los falsos cambios se convierten en las más peligrosas amenazas, porque nada es peor que creerse en la otra silla sin haber atravesado el río; es decir, imaginarse, de manera ingenua, situado en un paradigma alternativo, cuando en realidad se hace lo mismo de siempre con nuevos nombres, y esto abunda en la educación. Máxime cuando las políticas de turno entronizan discursos y modas pedagógicas que, sin la complejidad de su aplicación, hacen pensar que ahora sí se hará lo que no se hacía, mientras todo sigue más o menos igual: estudiantes desmotivados, conocimientos caducos, estructuras rígidas y autoritarias, horarios fijos, evaluaciones unidireccionales, maestro despedagogizados y educación sin presupuesto intelectual y económico.La complejidad del cambio educativo implica entender y abordar los sujetos, los escenarios y las condiciones de quienes los ponen en práctica y de quienes los padecen. Como cualquier cambio social, el cambio educativo depende menos de técnicas y recetas, y más de condiciones objetivas y subjetivas para su planeación, ejecución y evaluación. Así como ninguna experiencia es transferible en forma mecánica a otra realidad, el cambio educativo adolece de esquemas rígidos de identificación que garanticen su replicación y transferencia a cualquier lugar. El cambio, de ser posible, pasa inevitablemente por las personas; es más, lo que cambia realmente a las personas. Por tanto, no existe metodología a prueba de sujetos, ni tampoco existe cambio a prueba de seres humanos.
21
Peno, Kathy, Elaine M. Silva Mangiante, and Rita a. Kenahan. Mentoring in Formal and Informal Contexts. Information Age Publishing, Incorporated, 2016.
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Peno, Kathy, Elaine M. Silva Mangiante, and Rita a. Kenahan. Mentoring in Formal and Informal Contexts. Information Age Publishing, Incorporated, 2016.
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23
Peno, Kathy, Elaine M. Silva Mangiante, and Rita a. Kenahan. Mentoring in Formal and Informal Contexts (Hc). Information Age Publishing, Incorporated, 2016.
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24
Bernardo, Allan B. I. Literacy and the Mind: The Contexts and Cognitive Consequences of Literary Practice. Luzac Oriental, 1999.
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25
McPherson, Gary E., and Graham F. Welch, eds. The Oxford Handbook of Music Education, Volume 1. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199730810.001.0001.
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Music education takes place in many contexts, both formal and informal. Be it in a school or music studio, while making music with friends or family, or even while travelling in a car, walking through a shopping mall or watching television, our myriad sonic experiences accumulate from the earliest months of life to foster our facility for making sense of the sound worlds in which we live. The Oxford Handbook of Music Education, which comprises of two volumes, offers an overview of the many facets of musical experience, behavior, and development in relation to this diverse variety of contexts. In this first volume, articles discuss a range of key issues and concepts associated with music learning and teaching. The volume then focuses on these processes as they take place during childhood, from infancy through adolescence and primarily in the school-age years. Exploring how children across the globe learn and make music, and the skills and attributes gained when they do so, these articles examine the means through which music educators can best meet young people's musical needs. The second volume of the set brings the exploration beyond the classroom and into later life. Whether they are used individually or in tandem, the two volumes of this text update and redefine the discipline, and show how individuals across the world learn, enjoy, and share the power and uniqueness of music.
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Garrett, Matthew L., and Joshua Palkki. Honoring Trans and Gender-Expansive Students in Music Education. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197506592.001.0001.
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Trans and gender-expansive (TGE) youth deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. In this practical resource, authors Matthew Garrett and Joshua Palkki encourage music educators to honor gender diversity through ethically and pedagogically sound practices. Honoring Trans and Gender-Expansive Students in Music Education is intended for music teachers and music teacher educators across choral, instrumental, and general music classroom environments. Grounded in theory and nascent research, the authors provide historical and social context, and practical direction for working with students who inhabit a variety of spaces among a gender-identity and expression continuum. Trans and gender-expansive students often place their trust in music teachers, with whom they have developed a deep bond over time. It is essential, then, for music teachers to understand how issues of gender play out in formal and informal school music environments. Stories of TGE youth and their music teachers anchor practical suggestions for honoring students in school music classrooms and in more general school contexts. Part I of the book establishes the context needed to understand and work with TGE persons in school music settings by presenting essential vocabulary and foundational concepts related to trans and gender identity and expression. Part II focuses on praxis by connecting research and teaching pedagogy to practical applications of inclusive teaching practices to honor TGE students in school music classrooms.
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Benedict, Cathy, Patrick Schmidt, Gary Spruce, and Paul Woodford, eds. The Oxford Handbook of Social Justice in Music Education. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199356157.001.0001.
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This handbook seeks to present a wide-ranging and comprehensive survey of social justice in music education. Contributors from around the world interrogate the complex, multidimensional, and often contested nature of social justice and music education from a variety of philosophical, political, social, and cultural perspectives. Although many chapters take as their starting point an analysis of how dominant political, educational, and musical ideologies serve to construct and sustain inequities and undemocratic practices, authors also identify practices that seek to promote socially just pedagogy and approaches to music education. These range from those taking place in formal and informal music education contexts, including schools and community settings, to music projects undertaken in sites of repression and conflict, such as prisons, refugee camps, and areas of acute social disadvantage or political oppression. In a volume of this scope, there are inevitably many recurring themes. However, common to many of those music education practices that seek to create more democratic and equitable spaces for musical learning is a belief in the centrality of student agency and a commitment to the too-often silenced voice of the learner. To that end, this Handbook challenges music educators to reflect critically on their own beliefs and pedagogical practices so that they may contribute more effectively to the creation and maintenance of music learning environs and programs in which matters of access and equity are continually brought to the fore.
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Hampel, Regine, and Ursula Stickler, eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350340350.
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This handbook draws together international perspectives on technology and its application to language teaching and learning, written and edited by leading scholars in the field. It meets the increasing demand for pedagogically-informed online language instruction, which is particularly important in the context of the effects that the Covid-19 pandemic has had on the education sector on a global scale, as well as exploring language learning in informal and non-formal contexts. With contributions from5 continents and over 20 countries, including Australia, Canada, Cyprus, Denmark, Finland, France, Greece, Ireland, Japan, Spain, Sweden, the Netherlands, the UK and the USA, the book offers a thorough overview of the main influential theories and explores technology tools, approaches to research, and applications to practice. Carefully curated, this is an innovative and exciting volume for students, teachers, researchers and lecturers in language education.
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Treier, Daniel J., and Craig Hefner. Twentieth- and Twenty-First-Century American Biblical Interpretation. Edited by Paul C. Gutjahr. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190258849.013.44.
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Formal theological education underwent a twentieth-century revolution that both enriched and fragmented popular Bible reading. Its legacy includes deeper understanding of the Bible and its contexts, new professions of teaching and scholarship, more professional clergy, and liberating critiques of oppressive ideas and practices. Yet its legacy also includes significant fractures, between academy and church, Bible and theology, and so on. Biblical interpretation became marginal to American intellectual life as it became more informed. Theological education’s hermeneutical story highlights the practical-moral agenda of professionals: they sought to inform, frequently even to reform, how Americans approach their Bibles—with historical awareness and various theological-political agendas ideally displacing literalist private application. The mutual popular and professional tensions in this story, given their impact on its interpretation, call for more generous scholarly attention to popular aspirations for understanding the Bible.
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Barraza Jara, Eduardo, Ximena Troncoso Araos, Jorge Rosas Godoy, Paula Tesche Roa, Juan Pablo Amaya, Jorge Sánchez Sánchez, Dámaso Rabanal Gatica, et al. Literatura y educación: construyendo identidades. Universidad Autónoma de Chile, 2021. http://dx.doi.org/10.32457/isbn97895661092421152021ed1.
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El conjunto de textos que forman este libro expone diversos acercamientos –teóricos, críticos, reflexivos y prácticos– hacia la literatura en contexto educativo, bajo la premisa que todo texto literario es un texto cultural que tiene la potencialidad de transmitir y crear identidad. Literatura y educación: construyendo identidades es una manifestación de una comunidad de profesionales de la literatura que busca aportar al desarrollo crítico de la literatura en contextos educativos, con una mirada cultural.
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Le Formel et le non-formel dans l'éducation de masse: Session d'étude sur les interactions du formel et du non-formel dans le contexte d'une politique d'éducation de masse, Bamako (Mali) 7-19 mai 1984. Paris: Agence de coopération culturelle et technique, 1985.
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Grewal, J. S. The New Context. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199467099.003.0016.
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In the new context after Independence, the most urgent problems before the governments of India and Punjab were rehabilitation, the language issue, and integration of the princely states. Rehabilitation created Hindu majority in the province, with Sikh majority in six districts. The Sachar Formula to solve the language issue enabled the Arya Samaj leaders of the Punjabi region to exercise their preference for Hindi over Punjabi as the medium of education. Sardar Patel considered various possibilities and decided to form the Patiala and the East Punjab States Union (Pepsu). The caretaker government formed under Gian Singh Rarewala kept the Akalis out. Article 371 of the Constitution of India enabled Sardar Patel to intervene in the affairs of the Pepsu more effectively than in the affairs of the Punjab.
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Toledo Castillo, Norma del Rocío, Norma Yolanda Villacís Venegas, and Isabel Romané Peñafiel Moncayo. Estrategias de enseñanza - aprendizaje en la educación superior: Una experiencia en la ESPOCH. 2022nd ed. Ciencia Digital Editorial, 2022. http://dx.doi.org/10.33262/cde.15.
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Los cambios experimentados en los últimos años en el contexto científico-tecnológico y educativo, han revolucionado las formas de pensar y actuar. Ante esto la comunidad educativa en los diferentes niveles de enseñanza, incluyendo la Educación Superior, se han visto en la necesidad de repensar y adaptar las estrategias de enseñanza-aprendizaje para poder dar respuestas a la diversidad existente en cada grupo escolar y nivel de enseñanza. En el caso de la Educación Superior lo expuesto a presupuesto no sólo, el diseño de nuevos modelos educativos y curriculares, sino también ha implicado un hacer pedagógico y didáctico diferente, frente a un alumnado permeado por los avances tecnológicos, con aspiraciones y necesidades cada vez más creciente. Es por ello que el hecho de enseñar en los tiempos modernos en el contexto de la Educación Superior exige contar con un profesorado altamente calificado, preparado y competente, capaz de hacer frente a un proceso de enseñanza-aprendizaje donde los estudiantes deben ser gestores de su propio aprendizaje y los docentes facilitadores de las estrategias de enseñanza para el logro de un aprendizaje que fomente la formación integral y la preparación para la inserción laboral de forma adecuada.
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Meierkord, Christiane, and Edgar W. Schneider, eds. World Englishes at the Grassroots. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474467551.001.0001.
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As the most widespread global language, English now has substantially more second and foreign-language speakers than native speakers. It is increasingly spreading beyond an ‘educated elite’ of academics, politicians, business professionals and the like, among speakers with limited access to formal education, that is at the grassroots of societies. Bringing together international contributors, this book explores uses of English in a variety of grassroots multilingual contexts, drawing on a diverse range of experiences, such as motorcycle taxi drivers, market vendors, cleaners, hotel staff, tour guides, migrant domestic workers, refugees and asylum seekers. Divided into three parts, the book explores the spread of English in former areas of British domination including Africa and the East, in trade and work migration, and in forced migration by refugees. The chapters present cutting edge case studies which draw on spoken data from Bahrainis, South Africans, Tanzanians, Ugandans, Bangladeshis in the Middle East, Italians in the UK, Indians in the US, and Nigerians and Syrians in Germany. This important and innovative volume presents a first documentation of world Englishes at the grassroots of societies and an empirical basis for their further study and theorising by integrating Englishes at the grassroots into existing models of English.
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Hernández Muñoz, Guadalupe Maribel, ed. Prácticas Educativas innovadoras en el contexto universitario. T & R Desarrollo Empresarial S.A. de C.V., 2020. http://dx.doi.org/10.29105/b2021-01.
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La docencia universitaria tiene un gran reto para el cual ha desarrollado prácticas educativas innovadoras que se llevan acabo tanto en forma individual como grupal, con o sin el uso de tecnología, en un aula de clase presencial o en un aula virtual. En este libro se presentan investigaciones centradas en las tendencias pedagógicas y tecnología educativa, como aprendizaje-servicio, aprendizaje basado en investigación, realidad aumentada y laboratorios virtuales, entre otras.
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Waldron, Janice L., Stephanie Horsley, and Kari K. Veblen, eds. The Oxford Handbook of Social Media and Music Learning. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190660772.001.0001.
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The rapid pace of technological change over the last decade, particularly in relation to social media and network connectivity, has deeply affected the ways in which individuals, groups, and institutions interact socially: This includes how music is made, learned, and taught globally in all manner of diverse contexts. The multiple ways in which social media and social networking intersect with the everyday life of the musical learner are at the heart of this book. The Oxford Handbook of Social Media and Music Learning opens up an international discussion of what it means to be a music learner, teacher, producer, consumer, individual, and community member in an age of technologically-mediated relationships that continue to break down the limits of geographical, cultural, political, and economic place. This book is aimed at those who teach and train music educators as well as current and future music educators. Its primary goal is to draw attention to the ways in which social media, musical participation, and musical learning are increasingly entwined by examining questions, issues, concerns, and potentials this raises for formal, informal, and non-formal musical learning and engagement in a networked society. It provides an international perspective on a variety of related issues from scholars who are leaders in the field of music education, new media, communications, and sociology in the emerging field of social media.
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La intervención en la práctica docente y en la gestión educativa. UJAT, 2021. http://dx.doi.org/10.19136/book.199.
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La Maestría en Intervención e Innovación de la práctica Educativa y la Maestría en Gestión Educativa, de la Universidad Juárez Autónoma de Tabasco, desde sus diferentes objetivos y alcances, buscan atender la profesionalización de los actores educativos responsables de la docencia y de la gestión escolar en distintos niveles y modalidades educativas. Entre los objetivos de estos programas se destaca el formar profesionales de la educación especializados con amplios conocimientos teóricos y metodológicos capaces de apoyar problemas socioeducativos desde una perspectiva interdisciplinaria y desarrollar de proyectos de intervención. En este libro se presentan ocho capítulos con los resultados de proyectos de intervención realizados en contextos educativos diferentes, con el propósito de que las experiencias que se comparten puedan ser de gran valía en dos aspectos: para generar futuras intervenciones y resaltar la importancia de la investigación-acción como método que promueve la reflexión sobre el quehacer del actor educativo y la intervención para mejorar su práctica.
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Hale, Lorraine. Native American Education. ABC-CLIO, 2002. http://dx.doi.org/10.5040/9798400689680.
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This authoritative volume puts the schooling of Native American children in the broader context of the country's educational agenda and demonstrates how Native American learning continues to be a challenge to minority education in the United States. This fascinating overview provides a comprehensive introduction to the education of Native Americans in the United States. Historically, schools were seen as essential to formal education but also as the custodians of community values, a way to socialize Native Americans into the European way of life. Native American Education: A Reference Handbookdescribes the role played by various churches and missionaries and their different approaches to education against a backdrop of mostly unfamiliar social and legal history. For example, most Americans probably do not know that Indians helped write the Constitution and that an Indian served as vice president of the United States. Author Lorraine Hale provides strategies for preserving Indian culture within the framework of modern American education.
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Palacios, Analía Mirta, María Alejandra Pedragosa, and Maira Querejeta, eds. Conocimiento psicoeducativo en acción. Editorial de la Universidad Nacional de La Plata (EDULP), 2021. http://dx.doi.org/10.35537/10915/112620.
Full textAbstract:
La obra examina y reflexiona de manera crítica sobre distintos aportes actuales acerca del aprendizaje y desarrollo, los discursos y las prácticas psicoeducativas, las prácticas docentes en aulas de diversos contextos y niveles educativos, las formas de mediación y participación para el aprendizaje y la construcción del conocimiento y la orientación educativa desde una perspectiva psicopedagógica situada.
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Villalba, Klinge, Jari Lavonen, Lung Hsiang, and Aman Yadav. III Congreso Internacional de tendencias en innovación educativa proceedings. Universidad Continental, 2021. http://dx.doi.org/10.18259/978-612-4443-27-5.
Full textAbstract:
CITIE 2020, enfocado en Educación Digital Post COVID-19, debido al contexto de la La pandemia se ha desarrollado de forma virtual. CITIE promueve espacios de diálogo y reflexión entre profesores, gestores e investigadores relacionados con la educación. Esta edición de CITIE ha permitido la socialización de las tendencias e innovaciones que se están manifestando ellos mismos en diversos contextos educativos. En esta ocasión se han realizado 80 manuscritos de los cuales 36 fueron aceptados para presentación, estos se enmarcan en las áreas temáticas de este edición: • Educación digital. • Tendencias en educación. • Innovación educativa. Entendemos que la educación es la única herramienta de cambio en la sociedad y estos espacios de la socialización, como CITIE, favorece este desarrollo.
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Moran Cruz, Jo Ann H., ed. A Cultural History of Education in the Medieval Age. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350035041.
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The medieval world was a rich blend of cultures and religions within which individuals were shaped and schooled. Men and women learned, taught, worked, fought, and prayed in social contexts that witnessed an expansion of literacy and learning. The chapters in this volume illustrate the extent to which medieval education formed the foundation of the modern educational enterprise. An essential resource for researchers, scholars, and students in history, literature, culture, and education, A Cultural History of Education in the Medieval Age presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories.
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Martin-Jones, Marilyn, and Monica Heller, eds. Voices of Authority. Praeger, 2001. http://dx.doi.org/10.5040/9798216032854.
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This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education. This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language, and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education. It invites us to link questions about minority language maintenance, individual multilingualism, immigrant language education, and the use of former colonial languages in post-colonial settings to the politics and economics of our globalizing age, and to look locally for the spaces for change and action that always present themselves.
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Falconí, Fander, Ruthy Intriago, and Juan Ponce. Buena educación en Sudamérica (2000-2020). FLACSO Ecuador, 2021. http://dx.doi.org/10.46546/2021-23atrio.
Full textAbstract:
Este libro ofrece un profundo análisis comparado de la política educativa en Sudamérica. Con un soporte teórico integral y una metodología rigurosa, los autores reconstruyen diez casos de estudio a lo largo de las primeras dos décadas de este siglo a partir de las siguientes preguntas: ¿qué avances y retrocesos han registrado las políticas educativas en Sudamérica a partir del 2000? ¿Cómo comprender esta dinámica? ¿Cómo impactó el cambio de ciclo político regional de inicios de siglo sobre la educación? ¿Qué gobiernos realizaron mayores avances en términos de calidad y equidad? ¿Qué recomendaciones de política educativa se desprenden de esta investigación? Los hallazgos empíricos corroboran de forma contundente el impacto de la Política –con mayúscula– que, en determinado contexto regional, puede configurar de modo trascendental resultados de policy específicos, particularmente en el ámbito educativo, tan necesitado de avances medulares y definitivos. Se comprueba en este trabajo que la Política importa a la hora de conseguir resultados educativos sobre todo de carácter social: incremento de la inversión educativa, expansión de derechos sociales, revalorización de la escuela pública, aumento de la matrícula educativa… También se hacen patentes los perennes desafíos que acompañan a tales logros, mostrando los nudos y las tensiones que aún requieren ser desatados para desarrollar en nuestra región servicios educativos de calidad y, sobre todo, humanos. Gloria del Castillo Alemán Directora general de FLACSO México
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Peñarrieta de Córdova, María Isabel, Tranquilina Gutiérrez Gómez, Rodrigo César León Hernández, María de Socorro Piñones Martínez, Luz María Quintero Valle, Florabel Flores Barrios, Carina Flores Barrios, et al. Libro guía del facilitador para formar cuidadores familiares. Edited by María Isabel Peñarrieta de Córdova. Ediciones Comunicación Científica, 2022. http://dx.doi.org/10.52501/cc.049a.
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Por primera vez en el contexto latinoamericano, esta obra presenta el resultado de años de trabajo de investigación con participación de personas en condiciones crónicas o con algún nivel de dependencia, así como del cuidador familiar que está a su cargo la mayor parte del tiempo, el cual se realizó en tres países de Latinoamérica: México, Perú y Colombia. Los resultados de estas investigaciones han permitido aprender e identificar necesidades de los cuidadores familiares y de las personas con cronicidad, las cuales pueden ser abordadas de manera adecuada a través de programas educativos. Es así como se elaboró, implementó y evalúo el programa “Trabajando juntos en colaboración” para ser aplicado por profesionales de la salud. A través de esta obra se propone de manera muy práctica y clara un abordaje diferente de educación en salud que permite cambios de comportamiento que promueven el automanejo-autocuidado y el cuidado en casa por parte del cuidador familiar, aspectos que no han sido publicados aún en contextos latinoamericanos. Se describe el comportamiento del automanejo en un cuidador y los contenidos a considerar en un programa que promueva este comportamiento.
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Kincheloe, Joe, and Shirley R. Steinberg, eds. The Miseducation of the West. www.praeger.com, 2004. http://dx.doi.org/10.5040/9798400686306.
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The Miseducation of the West examines the ways in which educational institutions such as media and schools have shaped Western views of Islam. The nature of these messages tells readers as much, if not more, about Western self-images as they do about Islam and Islamic peoples. Quickly emerging is a Western perspective on the other. Westerners found easy justification for the colonial conquest of many Islamic lands. In the 18th, 19th, and early 20th centuries England, France, and to a lesser extent Russia colonized much of the Mulsim world with the United States entering the picture after World War II. Economic colonialization, the oil business, interference with various governments, and the way these events and people are represented in the formal curriculum of schools and the informal curriculum of the media are central dimensions of this work. The contemporary expression of these stories involve the Bush administration's and its conservative allies' efforts to teach the nation about the true meaning of 9/11 and Islamic terrorism. In various reports, conservative organizations with close ties to the Bush White House, present forceful views of what historical concepts should be taught in U.S. schools. As Joe L. Kincheloe states in his thoughtful introduction, these efforts represent a return to a 1954 view of America as the bearer of the democratic torch to the anti-democratic forces of the world. A critical education must counter such tendencies and work to conceptualize 9/11 in a variety of contexts. The essayists in this book write with different voices from diverse viewpoints, contributing to a discussion that will not end for years to come.
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Tyutkova, Irina, Ismail Baykhanov, and Yulia Laamarti, eds. INTERNATIONAL BEST PRACTISES OF PEDAGOGICAL ACTIVITY: EXPERIENCE, RISKS, PROSPECTS. EurAsian Scientific Editions, 2022. http://dx.doi.org/10.56948/ugdg6356.
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The modernisation of contemporary Russian higher pedagogical education places special demands on training of a competent specialist having outspoken professional position, well-formed readiness to adapt to the labour market, capable of self-development and educating learners in the conditions of rapidly changing reality. The formation of such personality is possible in the educational space of a university, being characterised by the unity of learners’ classroom and extracurricular activities, coordinated interaction of all participants of pedagogical process aimed at solving the common goal and specific tasks focused on high-quality training of future specialists. The formation of student’s personality as a future teacher has a number of stages coordinated with the process of learning at the university, in particular, with formation of certain knowledge base within the framework of academic discipline studies, acquisition of professional experience in the process of pedagogical training, study of perspective practices and experience of pedagogical activity. The proper attitude to accumulation, generalisation and popularisation of advanced pedagogical experience contributes to formation and development of professional mastery of both students of pedagogical profile and young teachers. The advanced pedagogical experience of winners and laureates of the national pedagogical mastership contests in the Russian Federation and CIS countries requires special research. An attempt of large-scale research of this unique practical experience and its implantation into the training process at pedagogical universities was undertaken by the Russian State Pedagogical University. The research results were tested at the All-Russian applied research conference with international participation “International Best Practices in Pedagogical Activity: Experience, Risks, Prospects”. The conference was presented with 102 papers by representatives of educational organisations from Russia and foreign countries, including Latvia, Kazakhstan, Belarus and Uzbekistan. The aim of the conference was to discuss efficient practices of transformation of modern education aimed at updating its content by strengthening practical orientation and integration of higher and general education, exchange of experience among educators actively using modern educational technologies. The conference was held along the following directions: – Practical application of results of efficient pedagogical solutions and advantages of promising practices of pedagogical excellence aimed to improve the quality of education. – The system of young educators support: ideas and practices. – Digital learning environment: pedagogue’s new tools. – The teacher’s personality in innovative educational space. – Trends in pedagogical education development. – Learner’s individual trajectory as a resource for future teacher formation. – Best teaching practices: international and national experience. The conference participants discussed the pressing issues of organising the teaching process in general-education organisations and vocational guidance in higher education. The participants noted that such pedagogical transfer in modern conditions is one of the important and productive directions of searching for the ways to improve pedagogical mastery.
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Nassar, Dalia, and Kristin Gjesdal, eds. Women Philosophers in the Long Nineteenth Century. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190868031.001.0001.
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The long nineteenth century spans a host of important philosophical movements: romanticism, idealism, socialism, Nietzscheanism, and phenomenology, to mention a few. Hegel, Schopenhauer, Kierkegaard, Nietzsche, and Marx are well-known names from this period. This, however, was also a transformative period for women philosophers in German-speaking countries and contexts. Their works are less well known yet offer stimulating and pathbreaking contributions to nineteenth-century thought. In this period, women philosophers explored a wide range of philosophical topics and styles. Throughout the movements of romanticism, idealism, socialism, and phenomenology, women philosophers helped shape philosophy’s agenda and provided unique approaches to existential, political, aesthetic, and epistemological questions. While during the nineteenth century women continued to be (largely) excluded from formal education and positions, they developed ways of philosophizing that were accessible, intuitive, and activist in spirit. The present volume makes available to English-language readers––often for the first time––the works of nine significant women philosophers, with the hope of stimulating further interest in and scholarship on their works. The editors’ introductions offer a comprehensive overview of the contributions of women philosophers in the period as well as to individual figures and movements. The translations are furnished with explanatory footnotes and are designed to be accessible to students as well as scholars.
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Levy, Brian, Robert Cameron, Ursula Hoadley, and Vinothan Naidoo, eds. The Politics and Governance of Basic Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824053.001.0001.
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This book brings together scholars from multiple disciplines to explore how political and institutional context influences the governance of basic education in South Africa at national, provincial, and school levels. A specific goal is to contribute to the crucial, ongoing challenge of improving educational outcomes in South Africa. A broader goal is to illustrate the value of an approach to the analysis of public bureaucracies, and of participatory approaches to service provision which puts politics and institutions at centre stage. Stark differences between the Eastern Cape and Western Cape provinces offer something of a natural experiment for exploring the influence of context. The Eastern Cape’s socio-economic, political, and institutional legacy resulted in a low-level equilibrium trap in which incentives transmitted from the political to the bureaucratic levels reinforced factionalized loyalty within multiple patronage networks, and which is difficult to escape. The Western Cape, by contrast, enjoyed a more supportive environment for the operation of public bureaucracy. However, bureaucracy need not be destiny. The research also shows that strong hierarchy can result in ‘isomorphic mimicry’—a combination of formal compliance and a low-level equilibrium of mediocrity. Participatory school-level governance potentially can improve outcomes—as a complement to strong bureaucracies, or as a partial institutional substitute where bureaucracies are weak. Whether this potential is realized depends on the relative strength of developmentally oriented and predatory actors, with the outcomes not fore-ordained by local context, but contingent and cumulative—with individual agency by stakeholders playing a significant role.
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Osman, Amina. Achieving Education for All: The Case for Non-Formal Education: Report of a Symposium in the Implementation of Alternative Approaches in the Context of ... for All (QUPE Good Practice Series). Commonwealth Secretariat, 2005.
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Tollefson, James W., and Amy B. M. Tsui. Medium of Instruction Policy. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.12.
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This chapter traces the main pedagogical and political agendas that are implicit in medium of instruction (MOI) policies. It begins with an important worldwide effort to promote mother-tongue MOI: the Education for All initiative. Although this initiative has gained wide support among education scholars, MOI policies that privilege former colonial languages remain dominant in many contexts. The second section focuses on colonial and postcolonial contexts. In recent years debates about MOI in postcolonial education have focused on the spread of English MOI under globalization. The third section examines globalization, specifically with the examples of Malaysia, Hong Kong, China, and European higher education. The fourth section examines a major counterforce to English MOI: the language rights movement. Finally, the chapter ends with a discussion of explicit efforts to use MOI to reduce inequality.