In 1961 the Centre for the Study of the History of Education at Ghent University, Belgium published the first issue of the multilingual journal Paedagogica Historica: International Journal of the History of Education. This book celebrates its fiftieth volume. In fourteen contributions written by different generations of historians of education, it demonstrates that in an era where the history of education at university level is at risk, both the journal and the discipline are pulsing, and alive and kicking. Was the journal a trendsetter or a follower, and which position did it take with respect to the International Standing Conference for the History of Education? These are questions addressed in the first section of this book. In the second section, a number of articles show national and transnational developments of the history of education. In their diversity, they make clear how the national and the transnational together characterize the discipline. They show why journals in this domain should stimulate the development of broader concepts and theories in order to put national and regional cases in a broader scientific context and to make them attractive for international readership. In the last section authors turn their minds to the future of the history of education. They write about the shaping of new trends and about moving beyond borders, focusing on, among other things, the challenge of neurosciences and of digital humanities. This book was originally published as a special issue of Paedagogica Historica.
This book explores the impact of socio-emotional intelligence on wellbeing in higher education. Stemming from years of investigation and educational expertise with trainee teachers and academics, the book identifies ways in which socio-emotional intelligence can be developed in university environments. The author begins by analysing the concept of socio-emotional intelligence and its development, before confronting distinctive areas for improvement within the context of teaching and learning in higher education. The book explores the importance of understanding and labelling emotions, and how opportunities for self-reflection arise through an environment that meets practical needs. The author contends that support from other scholars is vital to the development of socio-emotional intelligence. The book concludes with a set of practical suggestions for promoting personal development. It will be a valuable resourse for anyone working in higher education who is interested in improving their own wellbeing and that of those around them.
Author: Susan G. Solomon
Publisher: University Press of New England
Release Date: 2014-11-04
Poor design and wasted funding characterize today's American playgrounds. A range of factors--including a litigious culture, overzealous safety guidelines, and an ethos of risk aversion--have created uniform and unimaginative playgrounds. These spaces fail to nurture the development of children or promote playgrounds as an active component in enlivening community space. Solomon's book demonstrates how to alter the status quo by allying data with design. Recent information from the behavioral sciences indicates that kids need to take risks; experience failure but also have a chance to succeed and master difficult tasks; learn to plan and solve problems; exercise self-control; and develop friendships. Solomon illustrates how architects and landscape architects (most of whom work in Europe and Japan) have already addressed these needs with strong, successful playground designs. These innovative spaces, many of which are more multifunctional and cost effective than traditional playgrounds, are both sustainable and welcoming. Having become vibrant hubs within their neighborhoods, these play sites are models for anyone designing or commissioning an urban area for children and their families. The Science of Play, a clarion call to use playground design to deepen the American commitment to public space, will interest architects, landscape architects, urban policy makers, city managers, local politicians, and parents.
" The first edition of this bestseller was featured inThe New York TimesandThe Boston Globefor its groundbreaking research on the positive effects of art education on student learning across the curriculum. Capitalizing on observations and conversations with educators who have used the Studio Thinking Framework in diverse settings, this expanded edition features new material, including: The addition ofExhibitionsas a fourth Studio Structure for Learning (along with Demonstration-Lecture, Students-at-Work, and Critique). Explanation and examples of the dispositional elements of each Habit, includingskill, alertness(noticing appropriate times to put skills to use), andinclination(the drive or motivation to employ skills). A chart aligning Habits to the English Language Arts and Mathematics Common Core. Descriptions of how the Framework has been used inside and outside of schools incurriculum planning, teaching,andassessmentacross arts and non-arts disciplines. A full-color insert with new examples of student art. Studio Thinking 2will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching and assessment practices, and assist educators in other disciplines to learn from existing practices in arts education. Lois Hetlandis professor and chair of art education at Massachusetts College of Art and Design and senior research affiliate at Project Zero, Harvard Graduate School of Education.Ellen Winneris professor and chair of psychology at Boston College and a senior research associate at Project Zero.Shirley Veenemais an instructor in visual arts at Phillips Academy in Andover, Massachusetts.Kimberly M. Sheridanis an assistant professor in the College of Education and Human Development and the College of Visual and Performing Arts at George Mason University. “Our decade of using the Studio Thinking Framework in California’s schools positions us for success in this new era because of the foundation of reflective, creative, and critical thinking developed in our schools and districts.” —From the Foreword to the Second Edition byLouise Music, Executive Director of Integrated Learning, Alameda County Office of Education, Hayward, CA “Studio Thinking[is] a vision not only of learning in the arts but what could be learning most anywhere.” —From the Foreword to the First Edition byDavid N. Perkins, Professor of Education, Harvard Graduate School of Education, and Senior Co-Director of Harvard Project Zero Praise for the First Edition ofStudio Thinking— “Winner and Hetland have set out to show what it means to take education in the arts seriously, in its own right.” —The New York Times “This book is very educational and would be helpful to art teachers in promoting quality teaching in their classrooms.” —School Arts Magazine “Studio Thinkingis a major contribution to the field.” —Arts & Learning Review “The research inStudio Thinkingis groundbreaking and important because it is anchored in the actual practice of teaching artists.... The ideas inStudio Thinkingcontinue to provide a vehicle with which to navigate and understand the complex work in which we are all engaged.” —Teaching Artists Journal “Hetland and her colleagues reveal dozens of practical measures that could be adopted by any arts program, inside or outside of the school.... This is a bold new step in arts education.” —David R. Olson, Professor Emeritus, University of Toronto “Will be at the top of the list of essential texts in arts education. I know of no other work in art education with this combination of authenticity and insight.” —Lars Lindström, Stockholm Institute of Education “The eight studio habits of mind should become a conceptual framework for all preservice art education programs; this book should be read by all early and experienced art educators.” —Mary Ann Stankiewicz, The Pennsylvania State University "
Author: Jeannie Oakes
Publisher: McGraw-Hill Humanities, Social Sciences & World Languages
Release Date: 2003
This is a highly current and engaging, multicultural, introduction to education and teaching -- both its challenges and its joys. Jeannie Oakes is a leading education researcher and director of the UCLA teacher education program. Martin Lipton is an education writer and consultant and has taught in public schools for 31 years. Together, they bring an excellent blend of theory and applications to the text. This ground-breaking text responds to the current national crisis in teaching and teacher education, considers the values and politics that pervade education, and asks critical questions about how conventional thinking and practice came to be and who benefits from them. The text takes the position that a hopeful, democratic future depends on whether all students learn, and pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and looks for alternatives to the inequalities. The text provides a solid research base and practical treatment of essential topics that locates these topics within cognitive, sociocultural, and constructivist perspectives on learning, and within democratic values. The text infuses issues of diversity throughout its discussion of traditional elements of schools and teaching -- learning, curriculum, instruction, etc. It presents educational foundations and history as alive and active in today’s schools, and treats them as useful concepts for students to use as they think about and respond to more transitory, current “headline” issues, such as charter schools, vouchers, standards, and bilingual education. Central to the book is the belief that schools can and must be places of extraordinary educational quality and institutions for social justice. The authors explore the tensions between the democratic aims of schools and competition for always-scarce high quality opportunities. Throughout the chapters are boxed personal observations of a diverse group of first-year teachers who voice their analyses and personal anecdotes about their own struggles to transform theory into practice. “Digging Deeper” sections that end each chapter feature scholars who are working on issues raised in the chapter. An innovative Instructor’s Manual provides ways to teach the course consistent with cognitive and sociocultural learning theory, culturally diverse pedagogy, and authentic assessment.
In this book educators will find out what happened when authors took their theory of learning, which is based on a wholistic interpretation of brain research, and strived to bring it to life in two schools.
Author: Teresa M. McDevitt
Publisher: Prentice Hall
Release Date: 2010
With a unique and engaging perspective, Child Development and Education, Fourth Edition is the only comprehensive child development text written specifically for educators. Because it is written by a developmentalist and an educational psychologist team, it provides the coverage and research found in more traditional child development texts but also then helps readers understand how to use this information as educators. Unique features include: how the text illustrates key concepts by using children's and adolescents' schoolwork, artwork, and interview excerpts, as well as case studies and video examples authentic artifacts from children and adolescents; Observation Guidelines tables with educational applications; Development and Practice features with concrete strategies for facilitating children's development and learning; and extensive coverage of diversity and its implications for helping all youngsters thrive.New to the fourth edition, accompanying each text is an innovative online resource, MyEducationLab, containing “Building Teaching Skills” exercises, practice quizzes, homework and review exercises, videos for analysis, “Understanding Research” exercises (in which students read and interpret research articles), and supplementary readings. All of the many features of the text and its abundant resources help readers actually see development, not simply read about it–preparing educators and those working with children and adolescents to apply development concepts to actual practice.
Author: Preston D. Feden
Publisher: McGraw-Hill Humanities, Social Sciences & World Languages
Release Date: 2003
Genre: Apprentissage cognitif
METHODS OF TEACHING: APPLYING COGNITIVE SCIENCE TO PROMOTE STUDENT LEARNING helps prospective teachers learn how to apply recent findings by cognitive scientists to their classroom practices in order to promote true conceptual change among their students. The book focuses squarely on ways to bring about deep rather than surface learning to all students.The authors use and model many of the teaching strategies they present, focusing on major "core" concepts and utilizing a rich array of pedagogical features, to help prospective teachers build a deep understanding of how people learn and what strategies they can use as teachers to help their students achieve long-lasting comprehension.Throughout the text, the authors emphasize the need to change instruction in light of new findings from cognitive science. Planning for instruction, behavior management, and technology are integrated into each chapter.