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Books on the topic 'Open space schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Pohl, Patricia. An open window: Hubble Space Telescope : a resource for teachers with activities for upper elementary school students. [Washington, DC]: NASA/NSTL Teacher Resource Center, National Space Technology Laboratories, 1988.

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Card, Orson Scott. Ender's Game. New York, USA: Starscape, 2002.

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Card, Orson Scott. Il gioco di Ender. Milano: Nord, 2005.

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4

Card, Orson Scott. El juego de Ender. Barcelona, Spain: Ediciones B, 1997.

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Card, Orson Scott. Ender's Game. London: ATOM, 2013.

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6

Card, Orson Scott. Ender's Game. Edited by Andy Mershfed. New York, USA: Tor, 1986.

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7

Card, Orson Scott. Enders Game. New York, USA: TOR, 1986.

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8

Card, Orson Scott. Ender's Game. London: Orbit, 2005.

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9

Card, Orson Scott. El Juego de Ender. Barcelona, Spain: Paw Prints, 2005.

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10

Card, Orson Scott. Ender's Game. London: Orbit, 2013.

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11

Card, Orson Scott. Ender's game. New York: Tor, 1991.

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12

Card, Orson Scott. La stratégie ender. France: J'ai Lu, 1994.

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13

Card, Orson Scott. Ender's Game. London, England: Century Hutchinson, 1985.

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14

Card, Orson Scott. Ender's game. New York: Tor, 1991.

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15

Card, Orson Scott. Ender's Game. New York, USA: TOR, 1992.

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16

Card, Orson Scott. Το παιχνίδι του Ἐντερ. Athens, Greece: Medousa-Selas Ekdotike, 1996.

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17

Card, Orson Scott. Ender's Game. New York, USA: TOR, 2001.

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18

Card, Orson Scott. Ender's Game. New York, USA: TOR, 1986.

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19

Card, Orson Scott. Ender's Game. New York: Tor, 1991.

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20

Card, Orson Scott. Ender's Game. 2nd ed. New York, USA: Audio Renaissance, 2004.

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21

Card, Orson Scott. Ender's Game. New York, N.Y: T. Doherty Associates, 1985.

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22

Card, Orson Scott. Ender's Game. New York, USA: Tor Books, 2006.

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23

Open space library media centers in senior high schools in the United States: A historical view. Ann Arbor, Mich: University Microfilms International, 1987.

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24

Authority, Boston Redevelopment. Jamaica plain ipod. 1985.

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25

Friedmann, Sigal. The incorporation of intimate spaces in an open space preschool design. 1992.

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26

Gordon, Colette. Open and Closed. Edited by James C. Bulman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199687169.013.12.

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The force of ‘Shakespeare’ as a source of cultural authority in South Africa has been extensively discussed. This chapter looks at a phenomenon that is less often acknowledged: the persistence of directorial power in post-apartheid Shakespearean performance. Renewed ties with British theatre after apartheid brought actors and directors trained in a more actor-centred approach into dialogue with local theatre practitioners, but this did little to shift South African Shakespeare away from dependence on spectacle and on directors as inheritors of institutional power. Focusing on South African performances in 2011 and 2012 across the different institutional spaces in which Shakespeare is made to work (theatres, schools, and prisons), in productions that promise to create democratic, liberating, ‘open’ Shakespeare, one finds both defiance and a striking restatement of the status quo. While connections with British theatre give authority and legitimacy to post-apartheid performances, the potential for ‘open Shakespeare’ has been squelched.

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27

Gergen, Kenneth J., and Scherto R. Gill. Beyond the Tyranny of Testing. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.001.0001.

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Practices of assessment in education are byproducts of a bygone era. When testing and grades become the very goals of education, learning suffers, along with the well-being of students and teachers. In this book, the authors propose a radical alternative to the measurement-based assessment tradition, a vision in which schools are no longer structured as factories but as sites of collective meaning-making. As it is within the process of relating that the world comes to be what it is for us, the authors draw from this process their understanding of what knowledge is and what is good and valuable. Equally, learning and well-being are embedded in relational process, which testing and grades undermine. Thus the authors advocate a relational orientation to evaluation in education, emphasizing co-inquiry and value creation. The aim is to stimulate and enhance learning while simultaneously enriching the vitality of the relational process. A wide range of innovations in evaluative practice bring these ideas to life. The authors include detailed illustrations using cases from pioneering schools around the globe, at both primary and secondary levels, demonstrating how evaluation can foster students’ engagement in learning, feed into teachers’ professional development, support whole school improvement, and further nurture learning communities beyond the school’s walls. A relational shift in evaluation also opens a space for the flourishing of interactive and participatory teaching practices and more flexible and co-created curricula. Such a transformation in education speaks to the demands of a rapidly changing and unpredictable world, in which our capacities to listen, dialogue, and collaborate are imperative.

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28

Tan, Sooi Beng. Community Musical Theatre and Interethnic Peace-Building in Malaysia. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.33.

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Community musical theatre projects have played important roles in engaging young people of diverse ethnicities in multicultural and religious Malaysia to cross borders, deconstruct stereotypes, appreciate differences, and build interethnic peace. This essay provides insights into the strategies and dialogic approaches employed in two such community musical theatre projects that promote peace-building in Penang. The emphasis is on the making of musical theatre through participatory research, collaboration, ensemble work, and group discussions about alternative history, social relationships and cultural change. The projects also stress partnerships with the multiethnic stakeholders, communities, traditional artists, university students, and school teachers who are involved in the projects. Equally important is the creation of a safe space for intercultural dialogue, skill training, research, and assessments to take place; this a working space that allows for free and open participation, communication, play, and creative expressions for all participants.

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29

(Editor), Robert G. Paterson, Robert Hines Wilson (Editor), Lyndon B. Johnson School of Public Affairs (Corporate Author), and Policy Research Project on State and Local Government Initiatives for (Corporate Author), eds. State Growth Management and Open Space Preservation Policies (Lyndon B. Johnson School of Public Affairs Policy Research Project Report, No. 143). Univ Texas at Austin Lyndon B, 2002.

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30

Rangarajan, Swarnalatha. Engaging with Prakriti. Edited by Greg Garrard. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199742929.013.030.

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This article analyzes the practice of ecocriticism in India. It explains that ecocriticism in the Indian context has a unique “advocacy function” both with regard to the reality of the world that it inhabits and “the imaginary spaces it opens up for contemplation of how the real world might be transformed.” It discusses the theories of nature in Indian philosophical schools of thought and mentions that nature is revered as prakriti or “the primordial vastness, the inexhaustible, the source of abundance.” This article also highlights the emerging trends in the socio-cultural spaces of India which call for imaginative ways of an ecocritical engagement with a contemporary ecological dharma.

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31

(Editor), Robert Hines Wilson, and Robert Patterson (Editor), eds. Innovative Initiatives in Growth Management and Open Space Preservation: A National Study (Lyndon B. Johnson School of Public Affairs Policy Research P). Lyndon B. Johnson, School of Public Affairs, 2004.

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32

Heintzman, Paul. Recreation and Leisure. Edited by Joel D. S. Rasmussen, Judith Wolfe, and Johannes Zachhuber. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198718406.013.6.

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This chapter addresses attitudes towards recreation and leisure in nineteenth-century Christian thought using examples from the United Kingdom, North America, Australia, and Africa. Christianity influenced recreation through phenomena related to the animal welfare, temperance, Sabbatarian, Sunday school, Band of Hope, muscular Christianity, Young Men’s Christian Association, Christian resort, Church recreation, Saturday half-holiday, and open space movements. While Christian approaches to recreation were diverse, they may be categorized into four responses on a continuum from most negative to most positive: opposition, alternative recreation, societal change initiatives, and accommodation. Although these categories may overlap and are not always mutually exclusive they do provide a helpful framework. In general, over the course of the century, approaches to recreation tended to move towards the more positive or accommodation end of the continuum.

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33

Polikhun, Nataliia, Kateryna Postova, Iryna Slipukhina, and Lesia Horban. Project of educational program for institutions of specialized education of scientific direction. Institute of Gifted Children of the National Academy of Pedagogical Sciences of Ukraine, 2021. http://dx.doi.org/10.32405/978-617-7734-30-6-2021-48.

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The project of the educational program for establishments of specialized education of a scientific direction is the normative document containing a complex of educational components for achievement by pupils of education of the results of training defined by the Standard of specialized education of a scientific direction. The project is the basis for integration processes between formal and non-formal education, convergence of educational systems, different types of educational institutions and institutions that can provide educational services. It contributes to the creation of optimal conditions for the implementation of specialized education in the scientific field and the development of an integrated educational space of relevant educational institutions. The key goal of the project program is to ensure the development of research competence through the direct involvement of students of basic and specialized schools in educational research, design, invention and exploration activities in accordance with the Standard of specialized education. The project is developed on the basis of modern state educational policy and strategy of reforming the education system of Ukraine. The project of the educational program for institutions of specialized education of scientific direction is an open, dynamic resource intended for creative pedagogical communities ready to carry out innovative activity on development of specialized education of scientific direction.

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34

Strhan, Anna. The Figure of the Child in Contemporary Evangelicalism. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198789611.001.0001.

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What does it mean to grow up as an evangelical Christian today? What meanings does ‘childhood’ have for evangelical adults? How does this shape their engagements with children and with schools? And what does this mean for the everyday realities of children’s lives? Based on ethnographic fieldwork carried out in three contrasting evangelical churches in the UK, Anna Strhan reveals how attending to the significance of children within evangelicalism deepens understanding of evangelicals’ hopes, fears, and concerns, not only for children, but for wider British society. Developing a relational approach to the study of children and religion, the book invites us to consider the complexities of children’s agency and how the figure of the child shapes the hopes, fears, and imaginations of adults, within and beyond evangelicalism. Strhan explores the lived realities of how evangelicals engage with children across church, school, home, and other informal educational spaces in a dechristianizing cultural context, and how children experience these forms of engagement. The book reveals how conservative evangelicals experience their understanding of childhood as increasingly countercultural, while charismatic and open evangelicals locate their work with children as a significant means of engaging with wider secular society. Setting out an approach that explores the relations between the figure of the child, children’s experiences, and how adult religious subjectivities are formed in both imagined and practical relationships with children, Strhan situates childhood as an important area of study within the sociology of religion and examines how we should approach childhood within this field.

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35

College, Boston. Boston college master plan for physical facilities development, 1999-2001. 1991.

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36

College, Boston. Master plan for physical facilities development, 1991-2001. 1991.

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37

El juego de Ender. Barcelona, España: Zeta Bolsillo, 2009.

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38

Card, Orson Scott. Ender's Game. Tor Books, 1992.

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39

Ender's Game. Amsterdam, The Netherlands: Boekerij, 1991.

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40

Card, Orson Scott. Ender's Game. Tor Books, 1999.

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41

Card, Orson Scott. Ender's Game. Legend, 1992.

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42

Card, Orson Scott. Ender's Game. Tandem Library, 2002.

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43

Card, Orson Scott. Enders Game. Not Avail, 1986.

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44

Card, Orson Scott. La stratégie Ender. J'ai lu, 2001.

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45

Ender's Game. Macmillan Audio, 2008.

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46

Игра Эндера. St. Petersburg, Russia: Азбука, 2013.

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47

Ender's game. New York: Tor, 2013.

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48

La stratégie Ender. Paris: J'ai Lu, 2013.

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49

Card, Orson Scott. Ender's Game Gift Edition. Tor Books, 2017.

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50

Ender's Game. New York: TOR, 2003.

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