Pedagogies of Praxis is about employing course-based action research (CBAR) in building public interest partnerships between institutions of higher education and local community-based organizations. Researchers have linked the use of CBAR to students gaining a greater sense of social responsibility by increasing their level of civic engagement. It motivates them to become passionate about social justice and produce new—and challenge existing—knowledge. Pedagogies of Praxis documents how CBAR, particularly within the social sciences, functions as an effective way of establishing and reinforcing partnerships among students, academic officers, and local communities. It compiles case studies—stories of successes, failures, and implications from such partnerships—from students practicing CBAR in Chicago’s corner stores to how the model was applied in Liverpool, England. Students and faculty, guided through CBAR, learn how to develop advocacy strategies for marginalized communities through firsthand exposure to local-level politics and power imbalances in these communities. Contents include Participatory action research and the university classroom in a project on gender-related oppression in a racially diverse urban neighborhood An exploration of an anthropological service-learning program with premed students paired with inner-city youths Youth Take Charge: social action in a university-community partnership Discussion of students’ experience with an urban geography project to help protect a predominantly Hispanic neighborhood Discussion of community-based learning while having to erase the boundaries within a university between traditional and nontraditional students Action research in a visual anthropology class Collaborative action research at Interchange: a UK model The outcomes of course-based action research in the community and what we can learn about how to do them well
course-based action research in the social sciences
Author: Nila Ginger Hofman,Howard Rosing
The complexity of 21st century lifestyle makes collaborative research and learning essential for all of the population, both in well-resourced and socio-economically challenged regions. Cross-Disciplinary Approaches to Action Research and Action Learning is an advanced reference source including the latest scholarly research on the examination of the development of a community practice of research in order to improve problem solving in various fields. Featuring extensive coverage on a broad range of topics such as social justice, organizational development, and global economy, this publication is ideally designed for academics, researchers, scholars, and managers seeking current research on the promotion of collaborative research and learning.
Author: Mapotse, Tome Awshar
Publisher: IGI Global
Neither an academic tome nor a prescriptive 'how to' guide, The Theory and Practice of Online Learning is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education. Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0. The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.
Author: Terry Anderson
Publisher: Athabasca University Press
"This book presents international practices in the development and use of applied e-Learning and e-Teaching in the classroom in order to enhance student experience, add value to teaching practices, and illuminate best practices in the area of e-Assessment. This book provides insight into e-Learning and e-Teaching practices while exploring the roles of academic staff in adoption and application"--Provided by publisher.
Author: Donnelly, Roisin
Publisher: IGI Global
Category: Business & Economics
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.
Understanding and Improving Learning in Undergraduate Science and Engineering
Author: Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research,Board on Science Education,Division of Behavioral and Social Sciences and Education,National Research Council
Publisher: National Academies Press
Online Distance Education: Towards a Research Agenda offers a systematic overview of the major issues, trends, and areas of priority in online distance education research. In each chapter, an international expert or team of experts provides an overview of one timely issue in online distance education, summarizing major research on the topic, discussing theoretical insights that guide the research, posing questions and directions for future research, and discussing the implications for distance education practice as a whole. Intended as a primary reference and guide for distance educators, researchers, and policymakers, Online Distance Education addresses aspects of distance education practice that have often been marginalized, including issues of cost and economics, concerns surrounding social justice, cultural bias, the need for faculty professional development, and the management and growth of learner communities. At once soundly empirical and thoughtfully reflective, yet also forward-looking and open to new approaches to online and distance teaching, this text is a solid resource for researchers in a rapidly expanding discipline.
Towards a Research Agenda
Author: Olaf Zawacki-Richter,Terry Anderson
Publisher: Athabasca University Press
Online social media have transformed the face of human interaction in the 21st century. Wikis, blogs, online groups and forums, podcasts, virtual worlds, and social tagging are but a few of the applications enabling innovative behaviors that support acquisition, access, manipulation, retrieval, and visualization of information. It is, therefore, no surprise that educational practitioners and theorists have begun to explore how social media can be harnessed to describe and implement new paradigms for communication, learning, and education. The editors’ goal in publishing this book was to identify original research on the application of online social media and related technologies in education as well as emerging applications in Web technologies that could provide and shape future educational platforms. The selected contributions deal with questions such as how social media can truly enrich and enhance learning and teaching experiences in ways not otherwise possible; how learning can be integrated in a distributed and ubiquitous social computing environment; or what theories, paradigms, and models are applicable for the support of social computing in education. Researchers in education or educational software will find interesting and sometimes provocative chapters on paradigms and methodologies, virtual and mobile learning spaces, and assessment and social factors. Practitioners in these fields will benefit from an additional section devoted to case studies and first experience reports.
Author: Bebo White,Irwin King,Philip Tsang
Publisher: Springer Science & Business Media
Ten sets of disciplinary scholars respond to an orienting essay that raises questions about the history of discourse about teaching and learning in the disciplines, the ways in which disciplinary "styles" influence inquiry into teaching and learning, and the nature and roles of interdisciplinary exchange. The authors hope to "contribute to a common language for trading ideas, enlarging our pedagogical imaginations, and strengthening our scholarly work." Disciplines represented: chemistry; communication studies, engineering, English studies, history, management sciences, mathematics, psychology, and sociology. A collaboration of The Carnegie Foundation for the Advancement of Teaching and AAHE
Exploring Common Ground
Author: Mary Taylor Huber,Sherwyn P. Morreale
Publisher: Stylus Pub Llc
This book introduces readers to the latest research and findings from projects focusing on teaching education for sustainable development at universities. In particular, it describes practical experiences, outline courses, training schemes and other initiatives aimed at promoting better teaching on matters related to sustainable development at institutions of higher education. In order to meet the pressing need for publications to support sustainable development education, the book places special emphasis on state-of-the art descriptions of approaches, methods, initiatives and projects from around the world, illustrating how teaching education for sustainable development can be implemented at the international scale. The book represents a timely contribution to the dissemination of approaches and methods that may improve the way we perceive the importance of teaching education for sustainable development, as well as how we implement it.
Author: Walter Leal Filho,Paul Pace
This volume, 16th in a series about service learning and the academic disciplines, focuses on the ways service learning adds immediacy and relevance to the study of history. The authors of this collection provide answers to why history and service learning should be connected, and they describe strategies to bring this about. The chapters are: (1) "Service-Learning as a Strategy for Advancing the Contemporary University and the Discipline of History" (Bill M. Donovan); (2) "Service-Learning, Academically Based Community Service, and the Historic Mission of the American Urban Research University" (Ira Harkavy); (3) "Emerson's Prophecy" (John Saltmarsh); (4) "Service-Learning and History: Training the Metaphorical Mind" (J. Matthew Gallman); (5) "The Turnerian Frontier: A New Approach to the Study of the American Character" (Michael Zuckerman); (6) "Reflections of a Historian Teaching a Service-Learning Course about Poverty and Homelessness in America" (Albert Camarillo); (7) "History as Public Work" (Elisa von Joeden-Forgey and John Puckett); (8) "Reclaiming the Historical Tradition of Service in the African American Community" (Beverly W. Jones); (9) "Service-Learning as a Tool of Engagement: From Thomas Aquinas to Che Guevara" (Bill M. Donovan); (10) "Serving and Learning in the Chilean Desert" (Marshall C. Eakin); (11) "Classical Studies and the Search for Community" (Ralph M. Rosen); and (12) "The Unspoken Purposes of Service-Learning: Teaching the Holocaust" (Steve Hochstadt). Each chapter contains references. An appendix contains an annotated bibliography of 44 items and a list of contributors to the volume. (SLD)
Concepts and Models for Service-learning in History
Author: Ira Richard Harkavy,Bill M. Donovan,Edward A. Zlotkowski
Publisher: Stylus Publishing, LLC.
"This book disseminates current issues and trends emerging in the field of adult e-learning and online instruction"--Provided by publisher.
New Frontiers for Teaching Practices
Author: Kidd, Terry T.
Publisher: IGI Global
Latinos are the fastest growing and largest minority group in the United States. In 2008, this group numbered over 47 million; by 2050, the population is expected to triple, reaching 133 million. Traditionally, Latinos have immigrated to large urban centers (e.g., New York, Los Angeles) that over long periods of time developed a complex infrastructure to receive new immigrants. Increasingly, new Spanish-speaking immigrants are moving into areas of the country previously unfamiliar to them. Although urban co-ethnic communities continue to be the destination of many newcomers, immigrants from Mexico, Central America, and South America in pursuit of low-skilled labor opportunities are settling in small towns and rural areas of the South and Midwest. This new demographic trend has resulted in the creation of the term "new growth communities," which refers to small rural areas that are now home to a small but rapidly growing Hispanic population. Unfortunately, these communities, which are now present in many states across the country (e.g., Illinois, North Carolina), lack the infrastructure necessary to meet the needs of Latino immigrants (e.g., access to health care, immigration assistance, and breaking down language barriers). The lack of an infrastructure and the lack of an established ethnic community to facilitate the assimilation of new immigrants present an ongoing challenge, especially in the area of Latino mental health. The volume focuses on dealing with systemic issues and on providing innovative ideas for development of infrastructure of services. This text will advance ways to understand and ameliorate mental health disparities both from research and experiential perspectives.
Author: Lydia P. Buki,Lissette M Piedra
Publisher: Springer Science & Business Media
Full of practical advice, this book will stimulate thoughtful, reflective practice, and a good understanding of teaching, learning and assessing in higher education.
Developing Reflective Practice
Author: Anne Campbell,Lin Norton
Publisher: Learning Matters
This is the first handbook to examine the theory, research, and practice of clinical supervision from an international, multi-disciplinary perspective. Focuses on conceptual and research foundations, practice foundations, core skills, measuring competence, and supervision perspectives Includes original articles by contributors from around the world, including Australia, Finland, Hong Kong, Slovenia, South Africa, Sweden, the United Kingdom, and the United States Addresses key aspects of supervision, including competency frameworks, evidence-based practice, supervisory alliances, qualitative and quantitative assessment, diversity-sensitive supervision, and more Features timely and authoritative coverage of the latest research in the field and novel ideas for clinical practice
Author: C. Edward Watkins, Jr.,Derek L. Milne
Publisher: John Wiley & Sons
These two texts showcase how scholars have engaged in communication activism to assist individuals, groups, organizations, and communities to secure social reform. Volume 1 presents research studies that promote public dialogue, debate, and discussion and that demonstrate how communication consulting can be used to accomplish needed social change. Together, these two volumes demonstrate the significant effects that communication scholars, working from many different theoretical and methodological traditions, can have on promoting social change, especially for those who are most marginalized, when they engage in communication activism.
Author: Lawrence R. Frey,Kevin M. Carragee
Publisher: Hampton Press (NJ)
Category: Language Arts & Disciplines
The field of strategic management has developed significantly since its birth from "business policy" and "business planning" in the 1960s. Pioneering studies were essentially normative, prescriptive, and often based on in-depth case studies. The evolution of strategic management into a respected field of academic study resulted from the adoption of research methods previously employed in economics. Today, research in strategic management is likely to employ a mixture of methods borrowed from related and unrelated disciplines, such as politcal sciences, psychology, neuroscience, and behavioral economics, which can be confusing to researchers new to the field. This book provides the reader with a broad introduction to the array of qualitative and quantitative research methods required to investigate strategic management. Throughout the book, strong emphasis is placed on practical applications that transcend the mere analysis of the theoretical roots of single research methods. The underlying result is a book that encourages and aids readers to "learn by doing" – in applying the implications of each chapter to their own research. This text is vital reading for postgraduate students and researchers focused on business strategy.
Author: Giovanni Battista Dagnino,Maria Cristina Cinici
Category: Business & Economics
This volume, 17th in a series of monographs on service-learning and the academic disciplines, discusses the role of service learning as part of women's studies. Essays discuss the ways that the ideology of service has allowed the devaluation of service work, and they consider the importance of service learning for the student as well as the community. Many of these authors call into question the notion that service learning exists to assist those identified as "lacking" in some aspect. Women's studies offers the possibility of turning questions of inequity into activist practice. The chapters are: (1) "On Critical Thinking and Connected Knowing" (Blythe McVicker Clinchy); (2) "Educating the Artist: A Political Statement" (S. A. Bachman with D. Attyah); (3) "A Feminist Challenge to Community Service: A Call To Politicize Service-Learning" (Tobi Walker); (4) "The History of Women and Service in the United States: A Rich and Complex Heritage" (Helen Damon-Moore); (5) "Service-Learning and Women's Studies: A Community College Perspective" (Karen Bojar); (6) "The 'Different Voice' of Service" (Catherine Ludlum Foos); (7) "Learning across Boundaries: Women's Studies, Praxis, and Community Service" (Mary Trigg and Barbara J. Balliet); (8) "Women's Studies and Community-Based Service Learning: A Natural Affinity" (Patricia A. Washington); (9) "Educated in Agency: Student Reflections on the Feminist Service-Learning Classroom" (Melissa Kesler Gilbert); (10) "The Urban Educational Initiative: Supporting Educational Partnerships with Young, Urban Girls" (Kimberly Farah and Kerrissa Heffernan); (11) "Women, AIDS, and Social Justice: An Autobiography of Activism and Academia" (Sally Zierler); (12) "TCBY in Limon, Costa Rica: Women's Studies and the (Re)construction of Identity in International Service-Learning" (Debra J. Liebowitz); (13) "'Civic Character' Engaged: Adult Learners and Service-Learning" (Eve Allegra Raimon and Jan L. Hitchcock); and (14) "Resolving a Conundrum: Incorporating Service-Learning into a Women and the Law Course" (Mary Pat Treuthart). An appendix contains a bibliography of 70 items and a list of contributors to the volume. (SLD)
Concepts and Models for Service-learning in Women's Studies
Author: Kerrissa Heffernan,Barbara J. Balliet,Edward A. Zlotkowski
Publisher: Amer Assn for Higher Education