Theories of Affect and Concepts in Generic Skills Education PDF Download
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Author: Wera Grahn
Publisher: Cambridge Scholars Publishing
ISBN: 1527502627
Category : Education
Languages : en
Pages : 231
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Book Description
During the last few years, the concept of generic skills and competences has become widespread across universities. An introduction to generic competences is, as such, important because it enables redefinition of educational goals and may positively rearrange forms of interaction in classes. It also indicates that education should inspire students to develop and use critical and creative forms of thinking, feeling and doing. On the one hand, the need to promote generic skills can be seen as driven by neoliberal desire. On the other, however, generic competences can enable students to think, feel and act differently, but also respect and welcome various forms of life and ways of living. Responding to the growing need to reflect upon generic competences, this book contributes to the various ways of conceptualising generic skills and the methods in which they might be acquired. The volume engenders adventurous encounters between different theories, which predominantly come from the feminist conceptual framework, that result in appealing meanings of affect and concepts. It also experimentally explores and discusses ways in which theories of affect and concepts may complicate understanding of generic competences and inspire generic skills-oriented education. Consequently, this collection revitalizes the concept of generic skills, but also advocates daring pedagogical practices that invigorate the meaning of and approach to teaching and learning in present landscapes of higher education.
Author: Wera Grahn
Publisher: Cambridge Scholars Publishing
ISBN: 1527502627
Category : Education
Languages : en
Pages : 231
Get Book Here
Book Description
During the last few years, the concept of generic skills and competences has become widespread across universities. An introduction to generic competences is, as such, important because it enables redefinition of educational goals and may positively rearrange forms of interaction in classes. It also indicates that education should inspire students to develop and use critical and creative forms of thinking, feeling and doing. On the one hand, the need to promote generic skills can be seen as driven by neoliberal desire. On the other, however, generic competences can enable students to think, feel and act differently, but also respect and welcome various forms of life and ways of living. Responding to the growing need to reflect upon generic competences, this book contributes to the various ways of conceptualising generic skills and the methods in which they might be acquired. The volume engenders adventurous encounters between different theories, which predominantly come from the feminist conceptual framework, that result in appealing meanings of affect and concepts. It also experimentally explores and discusses ways in which theories of affect and concepts may complicate understanding of generic competences and inspire generic skills-oriented education. Consequently, this collection revitalizes the concept of generic skills, but also advocates daring pedagogical practices that invigorate the meaning of and approach to teaching and learning in present landscapes of higher education.
Author:
Publisher:
ISBN:
Category : Basic education
Languages : en
Pages : 0
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Book Description
Author: Beatriz Revelles-Benavente
Publisher: Taylor & Francis
ISBN: 1040041868
Category : Social Science
Languages : en
Pages : 177
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Book Description
Feminist Literary and Filmic Cultures for Social Action: Gender Response-able Labs examines teaching and research practices under feminist new materialisms, affect theories and response-ability through literary and visual products, and offers possible bridges between academia and activism to create feminist interventions in contemporary neoliberal structures. Featuring chapters from contributors across a wide range of disciplines, this book follows a methodological framework that blends traditionally opposite categories, such as theory and practice, and explores contemporary literature and films as case studies within innovative “feminist response-able labs”. In Feminist Literary and Filmic Cultures for Social Action readers will encounter a collaborative trans-disciplinary toolbox which can be of use to multiple disciplines and an invaluable resource to advanced undergraduate students, postgraduate researchers and scholars in literary studies, film studies, feminist theories, new materialisms, and affective pedagogies
Author: Edyta Just
Publisher: Taylor & Francis
ISBN: 1003804977
Category : Social Science
Languages : en
Pages : 260
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Book Description
The book is aimed at providing an assertion of Gender Studies as a vital community in our time, united in a commitment to inquiry. It brings forward an interdisciplinary set of early career researchers’ accounts of their motives for engaging in Gender Studies and, of the encounters with limitations as well as possibilities they experience on the paths they have chosen. Each chapter is accompanied by a brief response paper where a more senior researcher involves in conversation with respective chapter’s content and shares reflections regarding Gender Studies, its integration, and developments. The first level corresponds with the significance of research in the field and its transformative power in and, crucially, outside the academia. The second relates to the value of networking and community building for doing research. The book presents Gender Studies in a communicative, open manner that invites the reader to engage in and continue the displayed discussions. This book will be of interest to students and scholars of gender studies, sociology, queer studies, women’s studies, trans studies, anthropology, and literary studies.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Category : Education
Languages : en
Pages : 386
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Book Description
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Author: Stephen R. Covey
Publisher: Simon and Schuster
ISBN: 147110446X
Category : Self-Help
Languages : en
Pages : 218
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Book Description
Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Andreas Demetriou
Publisher: Routledge
ISBN: 1317276825
Category : Psychology
Languages : en
Pages : 325
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Book Description
Piagetian theory was once considered able to describe the structure and development of human thought. As a result, it generated an enthusiasm that it could direct education to develop new teaching methods, particularly in science and mathematics. However, disillusionment with Piagetian theory came rather quickly because many of its structural and developmental assumptions appeared incongruent with empirical evidence. In recent years several neo-Piagetian theories have been proposed which try to preserve the strengths of Piaget’s theory, while eliminating its weaknesses. At the same time several other models have been advanced originating from different epistemological traditions, such as cognitive/differential psychology or socio-historical approaches. Originally published in 1992, this title was unique in representing most of these theories and traditions. Specifically, the authors focus their work on the educational implications of their research. The chapters are organised in three parts: the first part presents some widely known models of cognitive development and discusses their implications for different aspects of education; the second part is devoted to learning and cognitive acceleration; while part three highlights teaching methods that would improve the acquisition of particular skills in specific areas. Written by an eminent group of truly international contributors, this title will still be useful to students and researchers in cognitive development and education, as well as educational policy makers.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
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Book Description
Author: Laura Saunders
Publisher:
ISBN: 9781946011091
Category : Academic libraries
Languages : en
Pages : 389
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Book Description
"This open access textbook offers a comprehensive introduction to instruction in all types of library and information settings. Designed for students in library instruction courses, the text is also a resource for new and experienced professionals seeking best practices and selected resources to support their instructional practice. Organized around the backward design approach and written by LIS faculty members with expertise in teaching and learning, this book offers clear guidance on writing learning outcomes, designing assessments, and choosing and implementing instructional strategies, framed by clear and accessible explanations of learning theories. The text takes a critical approach to pedagogy and emphasizes inclusive and accessible instruction. Using a theory into practice approach that will move students from learning to praxis, each chapter includes practical examples, activities, and templates to aid readers in developing their own practice and materials."--Publisher's description.
