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1
Students as designers of their own life curricula: The reconstruction of experience in education. Charlotte, NC: Information Age Pub., 2011.
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Conference, West African Association of Theological Institutions. WAATI (Nigeria Zone) 2006 and 2007 papers: 2006, Corruption and theological education: the Nigerian experience : 2007, theological education curriculum in the 21st century. Ilorin, Nigeria: West African Association of Theological Institutions (WAATI), 2008.
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Church, Susan M. Yes, but -- if they like it, they'll learn it: How to plan, organize, and assess learning experiences with meaning, purpose, and joy. Markham, ON: Pembroke Publishers, 2007.
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State University of New York. University Faculty Senate. Committee on Student Life. The first year college experience: A directory of selected programs in SUNY colleges : report of SUNY University Faculty Senate Committee on Student life. [Albany, N.Y.?]: The Committee, 1986.
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Geher, Glenn, David Sloan Wilson, Hadassah Head, and Andrew Gallup, eds. Darwin's Roadmap to the Curriculum. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624965.001.0001.
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This book integrates the vast literature in the interdisciplinary field of Evolutionary Studies (EvoS), providing clear examples of how evolutionary concepts relate to all facets of life. It provides chapters dedicated to the processes associated with an EvoS education, including examples of how an interdisciplinary approach to evolutionary theory has been implemented successfully at various colleges and universities and in degree programs. Chapters outline a variety of applications to an evolution education, including improved sustainable development, medical practices, and creative and critical thinking skills. Finally, this book explores controversies surrounding evolution education and provides a roadmap to help shape a positive future for this approach to asking and answering questions. Although Darwin’s theories have famously changed the foundational ideas related to the origins of life, shaping entire disciplines in the biological sciences, across the globe today people are famously misinformed and uneducated about Darwinian principles and ideas. Applications of evolutionary theory outside the traditional areas of biology have been slow to progress. Further, scholars doing such work regularly experience political backlash. But there is hope. A slow but study push to advance the teaching of evolution across academic disciplines has been under way for more than a decade, with the editors of this book sitting at the forefront of this trend. This book is designed to provide a model for ways to ask Darwinian questions across all areas of intellectual inquiry.
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Vieth, Paul H. Teaching For Christian Living: A Practical Discussion On The Principles And Practice Of Making A Curriculum For The Church School Which Shall Center In Life Experience. Kessinger Publishing, LLC, 2007.
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Vieth, Paul H. Teaching For Christian Living: A Practical Discussion On The Principles And Practice Of Making A Curriculum For The Church School Which Shall Center In Life Experience. Kessinger Publishing, LLC, 2006.
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Carvalho, Andréa Pinheiro Tomaz de. Tecendo ideias sobre a linguagem escrita na educação infantil: Concepções, linguagens e práticas. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-252-0.
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To weave is intertwine wires until they become a product. This book was “woven” from the author’s research, but also from her experiences as a teacher, educator, school principal and professional trainer. The work brings us reflections and practices on access to Written Language in Early Childhood Education and other aspects that involve this process. Initially it talks about the conceptions of Childhood, teacher and Early Education that permeate their ideas. The book focuses on Written Language as one of the different languages of the child, but considers all the fields of experiences of “Base National Common Curricular (BNCC)”. And to intertwine the fundamentals that permeate Early Childhood Education, the work brings contributions about times and spaces, curriculum, planning, pedagogical records, inclusion and methodologies. Subsequently, the author brings us practical suggestions for work in Early Childhood Education ending with the pedagogy of projects, their possibilities and examples of some projects experienced as a teacher. In this book you will go through different aspects of this phase of the child’s school life, walking through the tangle that forms around this subject. The child has the right to access Written Language and knowledge at school, without, however, putting aside the right to be a child.
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Thapan, Meenakshi, and Meenakshi Thapan, eds. J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.001.0001.
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First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti’s work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions.
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Klemperer, Paul. Making a Living, Making a Life. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0012.
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To be a professional musician in today’s marketplace, regardless of musical style or tradition, is largely a balancing act. Time allocated to artistic development or career development all too often involves sacrificing one for the other. Faced with major economic, demographic, and technological changes in the twenty-first century, it falls to the musician to develop a multifaceted career trajectory. This includes a diverse skill set including not only fluency in various musical traditions but expertise in business, computer software, sound engineering, and copyright law as well. The musician’s balancing act thus involves choosing which educational programs will be of most help within realistic time constraints. Professional musicians who return to academia often bring a creative and practical approach to curriculum change based on their real world experiences.
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Ginsberg, Benjamin. The Fall of the Faculty. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199782444.001.0001.
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Until very recently, American universities were led mainly by their faculties, which viewed intellectual production and pedagogy as the core missions of higher education. Today, as Benjamin Ginsberg warns in this eye-opening, controversial book, "deanlets"--administrators and staffers often without serious academic backgrounds or experience--are setting the educational agenda. The Fall of the Faculty examines the fallout of rampant administrative blight that now plagues the nation's universities. In the past decade, universities have added layers of administrators and staffers to their payrolls every year even while laying off full-time faculty in increasing numbers--ostensibly because of budget cuts. In a further irony, many of the newly minted--and non-academic--administrators are career managers who downplay the importance of teaching and research, as evidenced by their tireless advocacy for a banal "life skills" curriculum. Consequently, students are denied a more enriching educational experience--one defined by intellectual rigor. Ginsberg also reveals how the legitimate grievances of minority groups and liberal activists, which were traditionally championed by faculty members, have, in the hands of administrators, been reduced to chess pieces in a game of power politics. By embracing initiatives such as affirmative action, the administration gained favor with these groups and legitimized a thinly cloaked gambit to bolster their power over the faculty. As troubling as this trend has become, there are ways to reverse it. The Fall of the Faculty outlines how we can revamp the system so that real educators can regain their voice in curriculum policy.
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Trevarthen, Colwyn, Aline-Wendy Dunlop, and Jonathan Delafield-Butt. The spirit of the child inspires learning in the community: How can we balance this promise with the politics and practice of education? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0017.
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Our contributors offer inspiring stories—from a psychology of early childhood and teaching experience that appreciates the spiritual values that young children affirm in shared enjoyment of life. We confirm that every child has motives of an affectionate learner, seeking companions for an active and imaginative life. Each boy and girl, with their individual characters and interests, wants to take part in the ‘common sense’ world of a community with its treasured moral and artistic values, sharing joy in the discovery of a natural and meaningful world. They do not just need to be taught how to use material possessions, and how to obey social and cultural rules. We seek principles for early education and care to support responsive teachers in the years before formal school begins. Scotland’s kindergarten tradition and its contemporary policies for transition to school offer a distinguished history of curriculum reformation, following the spirit of the child.
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Bakan, Michael B. Maureen Pytlik. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190855833.003.0008.
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In 2017, Maureen Pytlik graduated from Ottawa’s Carleton University with degrees major in both clarinet performance and mathematics. Her curriculum also included advanced music theory studies and West African drumming and dance. She describes her West African dance experiences as transformative. “I was quite happy to open up and be awkwardly uncoordinated,” she relates, “because it was something that created a lot of group bonding in a way. Feeling part of the group was very important to me because having Asperger’s means it’s not something that I experience easily.” African dance, and drumming too, helped Maureen to navigate a dichotomy which has been difficult for her to manage in her life, and one that she identifies closely with having Asperger’s: the conflicting pulls of competing desires for control and freedom. “I am pulled in these two different directions,” she acknowledges. “My modes of being can fluctuate between the two styles of having control and experiencing freedom, but I have a hard time (as with any polar opposites) hovering in the middle between them without gravitating toward one extreme or the other at any given time.” Music and dance, especially of the West African variety, have enabled her to move closer to achieving that elusive balance.
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Snodgrass, Jennifer. Teaching Music Theory. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190879945.001.0001.
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Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.
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Helm, Francesca, and Ana Beaven, eds. Designing and implementing virtual exchange – a collection of case studies. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.45.9782490057726.
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Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration.
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Dunn, Dana S., and Maureen A. McCarthy. The Capstone Course in Psychology as Liberal Education Opportunity. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195378214.003.0010.
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This chapter is about applying the strengths of liberal education to a particular arena: the capstone course in the psychology major. A capstone course marks a final educational experience in an undergraduate curriculum as well as the beginning of a student’s next learning opportunity in the world of work or graduate or professional education. It argues that liberal education should be an integral concern when crafting capstone courses for psychology students, founded on two seemingly incompatible goals. Firstly, that relatively few psychology majors will have careers in the discipline; and so should graduate with skills grounded in liberal education that will help them make their way in the world beyond campus. Secondly, that psychology majors should have a final, in-depth educational experience that allows them to think, act, and communicate like academic psychologists.
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Boudreau, J. Donald, Eric Cassell, and Abraham Fuks. Physicianship and the Rebirth of Medical Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.001.0001.
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This book reimagines medical education and reconstructs its design. It originates from a reappraisal of the goals of medicine and the nature of the relationship between doctor and patient. The educational blueprint outlined is called the “Physicianship Curriculum” and rests on two linchpins. First is a new definition of sickness: Patients know themselves to be ill when they cannot pursue their purposes and goals in life because of impairments in functioning. This perspective represents a bulwark against medical attention shifting from patients to diseases. The curriculum teaches about patients as functional persons, from their anatomy to their social selves, starting in the first days of the educational program and continuing throughout. Their teaching also rests on the rock-solid grounding of medicine in the sciences and scientific understandings of disease and function. The illness definition and knowledge base together create a foundation for authentic patient-centeredness. Second, the training of physicians depends on and culminates in development of a unique professional identity. This is grounded in the historical evolution of the profession, reaching back to Hippocrates. It leads to reformulation of the educational process as clinical apprenticeships and moral mentorships. “Rebirth” in the title suggests that critical ingredients of medical education have previously been articulated. The book argues that the apprenticeship model, as experienced, enriched, taught, and exemplified by William Osler, constitutes a time-honored foundation. Osler’s “natural method of teaching the subject of medicine” is a precursor to the Physicianship Curriculum.
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Etheridge, Luci, and Alex Bonner, eds. Oxford Assess and Progress: Clinical Specialties. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198802907.001.0001.
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Maximise your exam success with this unique revision guide on core clinical specialties. The third edition of Oxford Assess and Progress: Clinical Specialties features over 400 Single Best Answer questions that are mapped to the medical school curricula. Packed with questions written by experienced doctors in each specialty, and rooted in real-life clinical encounters, this revision tool is an authoritative guide for students. Further reading resources and cross-references to the Oxford Handbook of Clinical Specialties have been fully updated to expand your revision further on topics you find challenging.
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Bitzer, Johannes. Teaching psychosomatic obstetrics and gynaecology. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749547.003.0002.
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Gynaecologists and obstetricians are confronted with many tasks that require biopsychosocial competence, as explained in Chapter 2. Care for patients with unexplained physical symptoms, and patients with chronic incurable diseases, in various phases of their lives, require patient education, health promotion, counselling, and management of psychosocial problems. To obtain this competency, a curriculum is needed, which, besides gynaecology and obstetrics, includes elements of psychology, psycho-social medicine, and psychiatry, adapted to the specific needs of gynaecologists and obstetricians in their everyday work. A basic part of Chapter 2 shows the curriculum consists of teaching the knowledge, and skills derived from communication theory and practice including physician, and patient-centred communication with active listening, responding to emotions and information exchange as well as breaking bad news, risk-counselling, and shared decision-making. Building on these skills, trainees are introduced into the biopsychosocial process of diagnosis, establishing a 9-field comprehensive work-up using the ABCDEFG guideline (Affect, Behaviour, Conflict, Distress, Early life Experiences, False beliefs, Generalised frustration). The therapeutic interventions are based on a working alliance between the physician and the patient, and are taught as basic elements, which have to be combined according to the individual patient and the presenting situation. The overall technique for gynaecologists and obstetricians can be summarised as supportive counselling/psychotherapy. This includes elements such as catharsis, clarifying conflicts and conflict resolution, cognitive reframing, insight and understanding, stress reduction techniques, and helping in behavioural change (CCRISH).
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Case, Jennifer M., Delia Marshall, Sioux McKenna, and Mogashana Disaapele. Going to University: The Influence of Higher Education on the Lives of Young South Africans. African Minds, 2018. http://dx.doi.org/10.47622/9781928331698.
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Around the world, more young people than ever before are attending university. Student numbers in South Africa have doubled since democracy and for many families, higher education is a route to a better future for their children. But alongside the overwhelming demand for higher education, questions about its purposes have intensified. Deliberations about the curriculum, culture and costing of public higher education abound from student activists, academics, parents, civil society and policy-makers. We know, from macro research, that South African graduates generally have good employment prospects. But little is known at a detailed level about how young people actually make use of their university experiences to craft their life courses. And even less is known about what happens to those who drop out. This accessible book brings together the rich life stories of 73 young people, six years after they began their university studies. It traces how going to university influences not only their employment options, but also nurtures the agency needed to chart their own way and to engage critically with the world around them. The book offers deep insights into the ways in which public higher education is both a private and public good, and it provides significant conclusions pertinent to anyone who works in – and cares about – universities.
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Yennurajalingam, Sriram, and Eduardo Bruera, eds. Hospice and Palliative Medicine and Supportive Care Flashcards. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190633066.001.0001.
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In the United States, the subspecialty of hospice and palliative medicine has seen rapid growth since it was recognized by the American Board of Medical Specialties. During the past decade, there has been a dramatic increase in the number of palliative care programs and improved access to palliative and hospice for patients with life-limiting illness. There has also been an increase in the educational opportunities as well as growth of fellowship programs to train palliative care fellows. Unfortunately, there are limited study aids available for learning and retaining essential concepts in palliative care. Hospice and Palliative Medicine and Supportive Care Flashcards is a comprehensive, evidence-based book of flashcards for clinicians caring for patients who require hospice and palliative care and supportive care. Written in a clinical scenario/vignette, question-and-answer format by experts with first-hand experience in the field, the flashcards are highly readable and serve as a source of fast answers to clinical questions in the field. A total of 300 flashcards are organized into chapters by disease and provide readers with up-to-date information that follows the core curriculum of American Board of Hospice and Palliative Medicine for ease of use and rapid review for exams. This book will equip care professionals with key concepts related to the assessment and management of palliative care, making it an ideal point-of-care quick reference for physicians, nurse practitioners, fellows, residents, and students.
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Forbes, Karen, and Jane Gibbins. Teaching and training in palliative medicine. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199656097.003.0042.
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Patients die in almost all areas of medicine; it is therefore essential for doctors to be equipped with the knowledge, skills, attitudes, and behaviours necessary to look after patients who need care at the end of life. This chapter explores what the training needs of the various doctors caring for patients with palliative care needs are, how their curricula have developed, and the variety of ways training is delivered. It suggests that learners need to move out of the classroom to achieve exposure to real clinical experience with patients approaching the end of their lives with support from seniors who acknowledge patients’ needs, role model good communication and care, and facilitate their juniors’ reflection and learning from these encounters. However, the main challenge is to encourage and develop innovative clinical and research partnerships to design, deliver, and evaluate educational packages to demonstrate how education in palliative care best benefits patients and their families.
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Gause, Robert Carlos. "From crying to laughing": The transpersonal curriculum. Sharing experiences of transformative learning with participants in an "Art of Living" course: A holistic program for self-directed change in adult learners. 2005.
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Rockman, Deborah A. The Art of Teaching Art. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195130799.001.0001.
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Often the finest artists do not make the best teachers. Many frustrated college students of art know this all too well as they suffer through unstructured classes with inexperienced teachers or graduate student instructors. In these situations, it is easy to blame the teachers. But the problem is largely institutional: most students graduating with MFAs from art schools receive little if any instruction in teaching art. If you find yourself in this predicament as teacher or student, this book is for you. The first book to provide a comprehensive guide for teaching college-level art, The Art of Teaching Art is the culmination of respected artist and instructor Deborah Rockman's two decades of teaching experience. Believing that drawing is the backbone of all of the visual arts, she begins with a complete explanation of drawing concepts that apply to any subject matter, e.g., composition, sighting processes, scaling techniques, and methods for linear and tonal development. She then illustrates these concepts with step-by-step methods that easily translate to classroom exercises. Next, she applies the drawing principles to every artist's most important and challenging subject, the human figure. After an extended section on understanding and teaching perspective that explores illusionistic form and space, the focus of the book shifts to the studio classroom itself and the essential elements that go into making an effective learning environment and curriculum. From preparing materials lists and syllabi, to setting up still-lifes, handling difficult classroom situations, critiquing and grading student artworks, and shooting slides of student artworks, she leaves no stone unturned.
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Borges, Damião Conceição de Souza, and Sandra Célia Coelho Gomes Silva. Pensar e construir: Experiência e vivências. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-040-3.
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In the face of a society that liquefies the dimensions of human existence, this project of strengthening institutional links is quite significant, as there is a concern with the formation of the human person as a whole. At the present time, self-donation seems to go against the prevailing “cultural” current. However, this work is proof that the collaborative dimension must be enhanced. Taking advantage of the institutional purpose in the various Campuses of the University of the State of Bahia (UNEB) and the interest of the Diocese of Ilhéus to build partnerships, an intertwining of interests arose, made positive by the conclusion of an agreement, the result of a pilgrimage of knowledge, juxtaposed in a common interest. The current “culture”, marked by immanence, which imprisons the human being in the immediate and does not respond to his deepest aspirations regarding the meaning of life, lacks a humanism that is capable of showing the existence of the Divine. The Ilheus School of Theology (ETEL), which aims to train its lay people, was based on the curricular structure of the Institute of Theology of the Diocese of Ilhéus, which became one of the most renowned institutes of Philosophy and Theology in Brazil. Through this agreement with UNEB, it was possible to academically institutionalize a relevant action already developed by the diocese. This partnership experience between UNEB and ETEL was and has been enriching, with gains for both institutions.