Author: Silvia Senén González
Publisher:
ISBN:
Category : Education
Languages : es
Pages : 148

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Author: Alberto Gutiérrez Reñón
Publisher:
ISBN:
Category : School management and organization
Languages : es
Pages : 72

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Author: Mary Charleton
Publisher: Burns & Oates
ISBN:
Category : Education
Languages : en
Pages : 136

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Book Description
Self-directed learning seeks to provide students with the greatest possible control over the content of their courses and the methods used to deliver them. This fits with counselling process, where the intention is to increase the client's power and autonomy. This book gives practical examples of ways in which this method has been carried out and considers some of the dilemmas facing both students and trainers. Self-directed Learning in Counsellor Training provides a developmental model of self-directed learning together with exercises and methods of facilitating. It looks at ways of managing entry into this form of learning and demonstrates methods of designing courses which reinforce the principles. There is a discussion of the underlying philosophy, the possible outcomes and examples of ways to self and peer assess.

Author: Jonathan Bergmann
Publisher: International Society for Technology in Education
ISBN: 1564844684
Category : Education
Languages : en
Pages : 123

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Book Description
Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!

Author: Howard Gardner
Publisher: Simon and Schuster
ISBN: 1982176954
Category : Education
Languages : en
Pages : 288

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Book Description
This brilliant and revolutionary theory of multiple intelligences reexamines the goals of education to support a more educated society for future generations. Howard Gardner’s concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and even John Dewey. Here, in The Disciplined Mind, Garner pulls together the threads of his previous works and looks beyond such issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what constitutes an educated person and how this can be achieved for all students. Gardner eloquently argues that the purpose of K–12 education should be to enhance students’ deep understanding of the truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. By exploring the theory of evolution, the music of Mozart, and the lessons of the Holocaust as a set of examples that illuminates the nature of truth, beauty, and morality, The Disciplined Mind envisions how younger generations will rise to the challenges of the future—while preserving the traditional goals of a “humane” education. Gardner’s ultimate goal is the creation of an educated generation that understands the physical, biological, and societal world in their own personal context as well as in a broader world view. But even as Gardner persuasively argues the merits of his approach, he recognizes the difficulty of developing one universal, ideal form of education. In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, can satisfy people’s concern for student learning and their widely divergent views about knowledge and understanding overall.

Author: Margaret Sinclair
Publisher: UNESCO
ISBN:
Category : Education
Languages : en
Pages : 148

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Book Description
If educating populations that have been affected by crises or natural disasters is vital to the rebuilding of communities, this book argues that education should figure as priority among all the crucial issues to be addressed, as it is essential to the future of these populations. It is meant as an aid to organizations and educational planners, with discussions of issues such as funding, inclusive education, safety in schools, trauma healing, curriculum activities and distance learning.--Publisher's description.

Author: Jackie Kirk
Publisher:
ISBN:
Category : Earthquakes
Languages : en
Pages : 224

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Book Description
A powerful earthquake struck the northern areas of Pakistan, India, and Afghanistan on 8 October 2005. THe impact was most severe in Pakistan, where over 75 000 people were killed, 12 000 were injured and disabled, and over 2.8 million people were left homeless. This study documents the education sector's response to the earthquake in northern Pakistan and AJK from its immediate aftermath to July 2007.

Author: Laura Brannelly
Publisher: International Inst for Educational Planning
ISBN:
Category : Social Science
Languages : en
Pages : 159

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Author:
Publisher:
ISBN:
Category : Government purchasing
Languages : en
Pages : 1512

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Author: Marc Sommers
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124

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Book Description
While co-ordination is essentially a method of getting institutions to work together, it is clearly not synonymous with togetherness. Undercurrents of suspicion and distrust between individuals and institutional actors can affect important relationships and give rise to enduring misunderstandings and perplexing challenges. Turf battles involving huge international institutions are a real life illustration of the African adage: "When elephants fight, the grass suffers." In terms of co-ordination: war-affected, displaced, disempowered and traumatized communities constitute the grass. In this monograph, the co-ordination, or lack of co-ordination, of education during both emergencies and the early reconstruction period is examined. What constitutes effective and poor co-ordination is also analyzed, with suggestions for enhancing co-ordination of education in emergency and post-conflict settings. This includes the need to recognize that co-ordinated education systems are unlikely to be achieved unless education authorities are willing to decline aid that does not help fulfill the objectives of their agreed and announced plans This monograph demonstrates why the co-ordination of humanitarian and post-conflict reconstruction activities is so difficult to accomplish in the education sector. It also suggests ways to overcome barriers to effective co-ordination. The study is divided into four parts: (1) Background to the study: Key themes and contexts; (2) Key actors and co-ordination frameworks; (3) Field co-ordination perspective; and (4) Conclusion: The significance of co-ordinating education efforts. (Contains 8 footnotes.) [The publication costs of this study have been partially covered through contributions from the UK Department for International Development.].