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Using a critical anti-racism approach, contributors to this volume demonstrate and document the resistance and futurity possible when students, educators, administrators, policymakers, and community members engage in critical anti-racism education. Relying on contemporary educational issues and personal/political reflections, this collection of essays brings together a variety of new insights on anti-racism praxis. This volume speaks to readers who are working with or seeking new conceptual framings of race, white supremacy, and Indigeneity in order to work towards a politics of decolonization. New Framings on Anti-Racism: Resistance and the New Futurity provides new theoretical directions and practical applications for people engaged in the field of anti-racism.
Teaching --- onderwijs --- racisme --- opvoeding --- Education. --- Education, general.
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In The Best Available Evidence: Decision-Making for Educational Improvement, the editors and contributing authors explore the intricacies of working with data and evidence for the purpose or organizational development in educational institutions. A broad theme that runs throughout this book is the need for policy makers and practitioners to be informed and critical consumers of educational research. The chapters in this volume explore quantitative, qualitative, narrative, and practitioner research approaches and explore the implications for evidence use in educational improvement efforts. Many current texts provide an instrumental resource for educational leaders for use in designing road maps for improvement. As such, these texts offer a perspective based on assumptions that educational personnel are the recipients of predetermined knowledge and evidence, and it is the task of instructors and teachers to implement received knowledge of “best practice”. In this book, we suggest that teachers, instructors, educational leaders, and policy makers are equally engaged in the creation of knowledge and the establishment of improvement objectives. Further, we address questions concerning what constitutes improvement, how practitioners and policy makers can assess the utility and veracity of evidence, and how evidence might be considered in productive and ethical ways. This volume is intended for a broad readership of teachers, post-secondary instructors, graduate students, educational leaders, and policy makers. Finally, this book will combine K-12 perspectives on educational improvement with perspectives from the research on post-secondary improvement.
Teaching --- onderwijs --- opvoeding --- Educational planning --- Educational evaluation. --- Decision making.
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Périodiques --- Tijdschriften --- Physical Education and Training --- #MILO:TSL --- onderwijs --- kleuteronderwijs --- lager onderwijs --- Bewegingsopvoeding --- Lager onderwijs --- Lichamelijke opvoeding --- Secundair onderwijs --- Sport --- 616 --- 456.78 --- 471.47 --- 477.8 --- Basisonderwijs --- Kleuteronderwijs (Voorschoolse educatie) --- 796 --- Lichamelijke opvoeding; onderwijs --- lichamelijke opvoeding: didactiek --- Education, Physical --- Physical Education --- Physical Education, Training --- Lichaamsoefening en sport; algemeen --- Periodicals --- kinesitherapie --- Didactics of sports and games --- lichamelijke opvoeding --- Training.
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In this hyperconnected, dynamic world we live in, permeated by profound challenges and transformations, the awareness of complexity is unequivocally on the rise. This monograph argues that it is high time that our educational institutions and pedagogical approaches come to mirror this growing awareness, to assist and inspire humanity to embrace complexity, to learn to move within it with increasing sensitivity and wisdom. Doing so is necessary, for if there is one thing that the years behind us bear witness of, it is that the tendency and attempt to simplify, separate, control, and indeed exploit has – as the dark side of the advancements of modern life – brought upon us unprecedented ecological and humanitarian crises. Schools, notably, are not closed spaces separated from society but open places within society, and as such they are inevitably complicit in the (re)shaping of our shared world. This book, therefore, proposes an ambitious pedagogical agenda. Specifically, it explores the relational ontological premise of entanglement in the context of pedagogical theory, raising the question of how, as teachers, we might meaningfully and responsibly engage with the myriad ways in which students are simultaneously shaped-by and shapers-of contemporary societal challenges. In close collaboration with twelve teachers as co-researchers, the book offers six ''helpful perspectives'' for teachers seeking to embrace such complexity in their own practices, referred to as: (1) entanglement-orientedness, (2) entanglement-awareness, (3) hopeful action, (4) inquiry within entangled phenomena, (5) practicing perceptiveness, and (6) practicing integrity.
Philosophy --- Teaching --- filosofie --- onderwijs --- opvoeding --- Education. --- Sustainability. --- Philosophy. --- Reforma de l'educació --- Complexitat (Filosofia) --- Condicions socials
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Formative measurement models can be a useful addition to the repertoire of methods in psychology and education, but are largely unknown, whereas they are considered standard procedures in economics. Especially in the field of test and questionnaire development, the formative view on constructs can help to increase the often neglected content validity. In this book, the formative measurement model is presented and distinguished from the reflective model. Possibilities for its application in psychology and education are presented and critically discussed. With the MARI method, a procedure is presented that enables users to implement formative models. The authors Dr. habil. Julia Riebel is a psychologist and substitute professor for educational science with a focus on school pedagogy and empirical educational research at RWTH Aachen University. Her research interests include educational-psychological diagnostics and test development. Doctorate in psychology on the diagnostics of mathematical modelling competencies; habilitation on the topic of measuring bullying and cyberbullying. Hannah Lichtenberg, M.Sc., M.A. is a research assistant at the Chair of School Education Pedagogy and Empirical Educational Research at RWTH Aachen University. She holds a Master of Science in International Economic Studies from Maastricht University (The Netherlands) and a Master of Art in Empirical Educational Research from RWTH Aachen University (Germany). This book is a translation of an original German edition. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content, so that the book will read stylistically differently from a conventional translation.
Didactic evaluation --- Teaching --- assessments (onderwijs) --- evaluatie (onderwijs) --- onderwijs --- opvoeding --- Educational tests and measurements. --- Tests i proves en educació
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This book provides a fascinating insight into the on-going process of self- reflection in the Science|Environment|Health (S|E|H) community. The basic vision of a new S|E|H pedagogy is to establish a transdisciplinary dialogue between the three educational fields of science education, environmental education, and health education. This approach finds growing interest among science educators. Since 2014, the ESERA special interest group S|E|H has united both experienced and junior researchers all over Europe in a burgeoning research community. This book presents a selection of results of these vibrant activities. Systems theory has turned out to be a stimulating theoretical framework for S|E|H. The limits of predictability in complex living systems result in structural uncertainty for decision-making, and they ask for emphasising and rethinking the role of pedagogical concepts like informed citizenship and scientific literacy. They challenge crude scientific determinism in environmental and health education, which all too often ends up with students' eco- and health depression. Instead, S|E|H conceives coping with uncertainty in terms of an interplay between cognitive and affective factors. The horizon of the future remains always open. Hope must never die in a new S|E|H pedagogy. Chapter 3 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Teaching --- Didactics of sciences --- Nature protection --- HO (hoger onderwijs) --- onderwijs --- opvoeding --- natuureducatie --- wetenschappen --- natuurbescherming --- Science --- Ensenyament científic --- Educació ambiental --- Educació sanitària --- Higiene escolar --- Study and teaching.
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This edited volume analyzes cases of higher education programs engaging with sustainable development. Offering cases from across the globe that focus on the role of universities in promoting societal transformations and building sustainable futures, the volume specifically discusses how higher education institutions can educate for the Sustainable Development Goals (SDGs). As critical spaces for research, development, and innovation, higher education institutions are fundamental change agents for societal transformations. Their role in disseminating sustainability through different paths is undeniable, and it is worth discussing the dimensions that surround the concept of sustainability within universities. Considering the role of policy, curriculum, practice, teaching, research, and development paths in universities, this book looks at the contributions of higher education sector to our vision of sustainable development. This publication offers readers a chance to look at different higher education institutions' engagement with sustainable development through political, managerial, curricular and practical steps.
Sociology of education --- Teaching --- Nature protection --- onderwijs --- opvoeding --- natuureducatie --- natuurbescherming --- lesgeven --- Cross-cultural studies. --- Sustainable development. --- Universities and colleges --- Environmental aspects.
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This edited volume explores the role of outdoor environmental education in the contemporary society. It identifies some of the opportunities and challenges of this educational area, particularly in the growing digitalization of the contemporary society and the distancing between people and nature. Furthermore, it seeks to answer why outdoor environmental education is essential for developing students’ environmental citizenship competencies or developing their relationship with nature. The book also introduces the various approaches existing in the field, discusses their relevance, and highlights their unique features. The book finishes with an overview of the practice of outdoor environmental education in selected countries from North America, Europe, and Asia.
Philosophy --- Developmental psychology --- Age group sociology --- Teaching --- Didactics of sciences --- Educational sciences --- HO (hoger onderwijs) --- onderwijsfilosofie --- kinderen --- onderwijs --- opvoeding --- wetenschappen --- Outdoor education. --- Educació no-formal
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This volume analyzes cases from emerging economies in relation to the global endeavor to promote the vision of sustainable development in all forms of education. It aims to discuss the significance of hearing local voices and understanding local discourse regarding strategies for action for change, and the role of educational systems as a means to communicate, promote and educate for the Sustainable Development Goals (SDGs). In this book, emerging economies are defined as newly industrialized countries that have not yet reached developed status, but have, in a macro-economic sense, outpaced their developing counterparts. In this context, the book highlights how education in emerging economies could extend conventional economic methods to sustainability issues, or depart from money-based calculations and business-dominated values to promotion of real-life considerations and ethical, environmental and humanistic values. With the help of this volume, readers will have a chance to look at educational response, inclusion and empowerment for SDGs in countries with emerging economies, and to grasp the synthesis of Education for Sustainable Development/Global Citizenship Education (ESD/GCE) within the overall national educational systems. This volume focuses on early childhood through upper secondary education.
Sociology of education --- Teaching --- Nature protection --- onderwijs --- opvoeding --- natuureducatie --- natuurbescherming --- lesgeven --- Education and state. --- Sustainable development. --- Environmental education. --- Desenvolupament sostenible --- Estudi de casos --- Països en vies de desenvolupament
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This book presents a collection of chapters-both empirical and conceptual-that challenge existing paradigms of learning and teaching, provides examples of pedagogical spaces and practices that nurture future-oriented learners, explicates identities and transitions in learning, and offers alternative frames for moving forward. Educational structures have proven remarkably resilient. More often than not, pedagogical designs still privilege the lecture-tutorial format, front-end loading and the positioning of the 'teacher' as expert. In a similar vein, pedagogical spaces tend to privilege the formal educational institution and its discourses, rather than productively engage with naturally-occurring learning spaces at work and in communities. To better prepare and support learners for dynamically changing futures, we need to truly flip the lens from teaching to learning, positioning at the core, the learner in contexts where learning and becoming occurs. This means considering what counts as a future-oriented learner and educator, recognising the importance of evolving identities, transitions and pathways that facilitates the processes of being and becoming. Equally important is the design and appropriation of pedagogical spaces and practices that are in themselves dynamic and future-oriented. This book questions the current delineation between the spaces of work, learning and communities.
Teacher education. Teacher's profession --- Teaching --- onderwijs --- opvoeding --- lerarenopleiding --- lesgeven --- Adult education. --- Adult learning. --- Critical pedagogy. --- Educació permanent --- Educació d'adults
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