Barry Kanpol and Danielle Lake
Traditions and the Present Day
The author of this book formulates a general thesis that in the academic culture, since the emergence of the first universities until this very day, two types of that culture have competed with each other, i.e., a corporate and templar one. In his remarks, the author tries to highlight it through the presentation of:
1. The functioning of academia in different time periods, 2. The beliefs of scholars, 3. The ways scholarly achievements have been evaluated, 4. The legal acts for science and academia. A considerable part of this study is devoted to the analysis of the Polish academic culture, including the attempts of adjusting the existing standards of conducting research and educating students to the ones prevailing in the leading Western countries.
Innovations in Practice
Edited by Crystal E. Garcia and Antonio Duran
Perspectives from College Writing Teachers and Administrators
Edited by Samantha NeCamp and Connie Kendall Theado
Working with and against Shared Curricula: Perspectives from College Writing Teachers and Administrators explores the complexities surrounding the expanding use of shared curricula—syllabi and assignments intended to work universally, for all teachers and all students within a given writing program. Chapters in this collection offer the experiential accounts and research-based arguments needed to prepare teachers and administrators to respond to calls to scale up writing programs for delivery by contingent instructors, in online courses, or at distant sites. Speaking from a variety of perspectives and institutional locations, these authors grapple with questions increasingly common in writing programs: In what ways do shared curricula forward noble goals, such as reducing workload for teachers or ensuring an equitable educational experience for all?; In what ways do shared curricula undermine teacher efficacy and student learning?; When syllabi and assignments are exported from one location to another, what contexts are gained, lost, or changed in the process? In the end, what emerges from this collection is not a clear or simplified argument either for or against shared curricula and pre-designed courses. Instead, readers gain a nuanced picture of both the affordances and limitations of these instructional modelsfor writing programs, and their potential impacts for teachers and students. By exploring the lived experiences, material conditions, political economies, and ideological conflicts of shared curricula environments for multiple stakeholders, this collection serves as a thoughtful interrogation of scalability in writing instruction.
"Why a book on humor for teachers?" After dodgy decades of teaching in high schools infamous for gang entanglements, students behaving badly and apathetic administrators, followed by time in a middle school art room dubbed the "snake pit," Teri Evans-Palmer cheerfully accepted an adjunct position at a nearby university and enrolled in a doctoral program. Her heart goes out to teachers of all ages who sit in her humor sessions sharing stories that would make your heart pound. Inevitably, a teacher would ask, "Where can I get your book?"
The pages of this book come from times with Dr. Evans-Palmer's students when something funny made learning happen. There were plenty of days when the author felt like running into the woods screaming, but the best days were filled with tinkling moments enrobed in rollicking laughter, days she would happily relive again. Humor has both saved and served her as a teaching resource, a way to live connected to students, and a soft place to land when the burden of teaching knocks her over with the weight of it.
The Art of Teaching with Humor is for teachers everywhere who share my need to laugh in order to thrive and survive. It is filled with amusing scenarios and specific humor tools any teacher can use to boost student creativity, attention, engagement, and performance. It is also a guide for teacher educators, administrators and professional development staff to consider, as it explains how synthesizing joyful humor with instructional content and delivery safeguards teachers’ emotional wellbeing, and classroom performance.
A Guide for K-12 Classroom and School Leaders
Ein emanzipatorischer Ansatz zur Ausgestaltung qualifikationsfordernder Reglementierungen von Berufsausübung im Kontext der europäischen Integration
Die Freiheit der Ausübung erwerbsberuflicher Tätigkeiten war von Beginn an prägendes Element der europäischen Integration. Tradierte Reglementierungssystematiken und Denkmuster führen jedoch nach wie vor zum ungerechtfertigten Fordern von Qualifikationen. Für nicht wenige wird so die Ausübung eines erlernten Berufs erschwert oder gar verwehrt. Kann es gelingen, qualifikationsfordernde Reglementierungen zukunftsfähig auszugestalten? Nach grundlegender Untersuchung der Entwicklung europäischer Verkehrsfreiheiten, einer ausführlichen Betrachtung europäischer Grundgarantien als Gestaltungsprinzip sowie der exemplarischen Analyse hemmender nationaler Qualifikationsforderungen werden hierzu ein berufswissenschaftlicher Lösungsansatz entwickelt sowie Aspekte seiner Umsetzung dargelegt.
Beyond the Workshop
Edited by Maria B. Hopkins and Rachel Bailey Jones
Edited by Leslie J. Francis, Stephen Parker and David W. Lankshear
This volume brings together 15 studies reporting the latest international research on developments and trends in religious education. Together these 15 studies illustrate recurrent themes affecting the development of religious education in diverse locations and also illustrate the distinctive trajectories of locations shaped by different histories and by different contemporary contexts.
These contributions were brought together in a recent seminar convened by the International Seminar on Religious Education and Values, the leading international association for religious educators and values educators across the world. This volume has selected key contributions made to the seminar, spanning both conceptual and empirical perspectives, rooted in both religious and secular traditions.
Games as Transformational to Social and Emotional Learning
Games enable children to practice emotions in spaces that are free from actualized consequences. With thoughtful guidance, games can help children manage emotions, perspective-take, demonstrate empathic concern, and exhibit prosocial behaviors.
Emerging research suggests that these competencies—also known as social and emotional learning (SEL) skills—are, in fact, teachable. In Gaming SEL: Games as Transformational to Social and Emotional Learning, Matthew Farber investigates the rich opportunities games have in supporting SEL skill development. Experts from the fields of education, game development, and SEL—including folks from CASEL, the Fred Rogers Center, Greater Good in Education, iThrive Games, Minecraft Education, and UNESCO MGIEP—share advice.
Games themselves cannot be responsible for children’s learning. Having a supportive educator or caregiver guiding experiences can be crucial. This book also includes recommendations for embedding games in classrooms in ways that support meaningful SEL skill development. Regardless of your experience, content area, or grade level, this book is for you!