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General ethics --- Culture --- Cultuur --- Education --- Opvoeding
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Education --- Opvoeding --- Enseignement. Objectifs. --- Onderwijs. Doeleinden.
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Education --- Opvoeding --- Opvoedkunde --- Pédagogie --- Périodiques --- Tijdschriften
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Education --- Epistémologie --- Kennisleer --- Opvoeding --- Psychologie --- Cognitive psychology
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Blackeyed is a collection of plays and monologues. The topics covered in the book include housing and foreclosure, suicide, assault, mental health, the Black male experience, and more. The book intersects with critical race theory because the majority of this work positions race at the center of the experiences of the fictional or fictionalized characters. Embedded in these chapters are the interweaving of personal and ancestral stories, news reports, informal conversations, observations, interviews, and online research expressed in language unapologetically Black, critical, reflexive, and proud. Blackeyed can be used as a class text in theatre, education, creative writing, communication, women’s studies, sociology, and African American studies undergraduate and graduate courses. It can also be used by theatre practitioners, including actors and directors, working in community, regional and national theatre settings. Individuals including qualitative researchers interested in exploring more affective possibilities or arts-based researchers can also read this collection as an example of methodological exemplar. Finally, anyone interested in the Black experience as well as the specific topics covered in this book can read this collection of plays as one might read a collection of short stories.
Teaching --- onderwijs --- opvoeding --- Race relations --- Social problems
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This book is aimed at chemistry teachers, teacher educators, chemistry education researchers, and all those who are interested in increasing the relevance of chemistry teaching and learning as well as students' perception of it. The book consists of 20 chapters. Each chapter focuses on a certain issue related to the relevance of chemistry education. These chapters are based on a recently suggested model of the relevance of science education, encompassing individual, societal, and vocational relevance, its present and future implications, as well as its intrinsic and extrinsic aspects. “Two highly distinguished chemical educators, Ingo Eilks and AviHofstein, have brought together 40 internationally renowned colleagues from 16 countries to offer an authoritative view of chemistry teaching today. Between them, the authors, in 20 chapters, give an exceptional description of the current state of chemical education and signpost the future in both research and in the classroom. There is special emphasis on the many attempts to enthuse students with an understanding of the central science, chemistry, which will be helped by having an appreciation of the role of the science in today’s world. Themes which transcend all education such as collaborative work, communication skills, attitudes, inquiry learning and teaching, and problem solving are covered in detail and used in the context of teaching modern chemistry. The book is divided into four parts which describe the individual, the societal, the vocational and economic, and the non-formal dimensions and the editors bring all the disparate leads into a coherent narrative, that will be highly satisfying to experienced and new researchers and to teachers with the daunting task of teaching such an intellectually demanding subject. Just a brief glance at the index and the references will convince anyone interested in chemical education that this book is well worth studying; it is scholarly and readable and has tackled the most important issues in chemical education today and in the foreseeable future.” – Professor David Waddington, Emeritus Professor in Chemistry Education, University of York, United Kingdom.
Teaching --- onderwijs --- opvoeding --- Chemistry --- Study and teaching.
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