教育学 — 全 下位分類

This book describes the movement of un-skilled and skilled workers both within and from India and its fallout on education and development. It furthers the evidence on the contribution of education and international migration in development with specific reference to India as a major source country of migrant population. The book also distinguishes the underlying linkages and distinction between international and internal migration on the one hand and the education and development experience on the other. It brings forth the causes and development experiences of both migrations to a common platform to gauge on their similarities and differences in the lens of education and development. As such, this book contributes to the scant literature on Indian experience of internal and international migration and sheds light on future migration policy and course correction necessary for places and countries of migrant origin.

This book articulates an educational theory as well as a political theory of the Anthropocene. Divided into three sections it addresses educational anthropology, cultures and institutions, and educational recommendations in the Anthropocene. Topics covered in the volume measure the impact of the idea of the Anthropocene on the type of anthropology that underlies education and on a phenomenology of relationship. It links the notion of the Anthropocene with cultures and institutions so as not to 'smooth out' or erase the latter. Finally, it presents proposals and recommendations for educational practices.

The work advocates rethinking education as an essential component in ensuring the sustainability of human life in society - by proposing to go beyond the approach of education for sustainable development or environmental education. The work also brings together empirical contributions in which proposals are elaborated for programs, pedagogical devices and experiments relatingto the preparation of the future in the field of education. This volume is of interest to researchers of the Anthropocene.

Are you a current or aspiring Ph.D. student determined to overcome the challenges that lie ahead? Do not let statistics discourage you, because this comprehensive guide is here to help you defy the odds and reach the pinnacle of academic achievement. With failure rates hovering between 40% and 50%, it is crucial to equip yourself with the right skills to ensure your success.

In this book, you will embark on a transformative journey toward becoming a confident and accomplished scholar. This book takes a meticulous approach, addressing the six essential skills every Ph.D. student must possess: research, writing, presentation, time management, persistence, and collaboration. Each chapter delves into the significance of these skills within the Ph.D. process, explores the necessary competences, and provides practical strategies for their acquisition.

Armed with numerous tips, tricks, and actionable advice, this invaluable resource empowers you to optimize your performancethroughout your Ph.D. journey. Within these pages, you will discover how to assess your current skill set, identify areas for improvement, and develop a personalized academic development plan. With the aid of many informative figures and tables, you will find quick and easy access to expert guidance.

Do not let uncertainty and self-doubt hinder your progress. “Unlocking PhD Success” is your roadmap to triumph, supporting you every step of the way as you conquer the challenges of doctoral studies. Embrace this book as your trusted companion, and unlock your full potential as an exceptional Ph.D. candidate.

Community college student mental health is a critical topic among community college leaders, faculty, and staff. Mental health concerns among community college students are more prevalent and more pronounced than among students at four-year institutions. The recent pandemic has further amplified students' mental health concerns. Poor mental health can negatively affect student success outcomes such as persistence within courses, grade point average, and credential completion. Even though the research in this area is growing, additional work is necessary to fully grasp the scope and details of the issue.

Within this book, Latz outlines the contours of the issue by explaining what is already known. She then uses data from a study involving interviews with community college faculty to further explain the issue from their unique and important vantage points. Readers will learn about both the professional lives of community college faculty and their experiences with and perspectives of their students, many of whom navigate mental health issues. The book is concluded with robust recommendations for community college leaders who are seeking ways to better support their students.

This open access book provides an analysis of the effects of the COVID-19 Pandemic?on diverse education systems, and of the results of the policies adopted to sustain educational opportunities. Through a series of diverse national case studies, the book examines the preexisting fragilities and vulnerabilities in educational structures which shaped the nature of the varied responses, around the world, to teaching and learning during the worst crisis in public education in recent history.

The chapters in the book take stock of how educational opportunities changed in various education systems around the world as a result of the Covid-19 pandemic, answering the question of what did education systems, and societies, learn about education as a result of the pandemic.

The book covers diverse education systems, with varying levels of resources and facing distinct education challenges, including Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, and the United States.?

As Middle Eastern countries strive to develop and achieve excellence across their higher education systems, meeting and exceeding international standards, such as quality assurance and accreditation, have become vital targets for higher education institutions in the region.

Featuring case studies from Egypt, Iraq, Lebanon, Saudi Arabia, and United Arab Emirates, chapters highlight institutional arrangements designed to prioritise quality assurance and the challenges faced in these countries’ quality-seeking experience. Offering critical perspectives and recommendations to guide future academic leaders, chapters also provide ways to ensure better practices and assist in the development of the quality assurance process.

An essential resource for institutional leaders across the Middle East, as well as those invested in the development of higher education in the region, Quality Assurance in Higher Education in the Middle East acts as a unique contribution for propelling the progress of higher education in the Middle East.

This book is the result of a collaboration between a human editor and an artificial intelligence algorithm to create a machine-generated literature overview of research articles analyzing importance of role modeling in Educational Settings. It's a new publication format in which state-of-the-art computer algorithms are applied to select the most relevant articles published in Springer Nature journals and create machine-generated literature reviews by arranging the selected articles in a topical order and creating short summaries of these articles.

The utilization of AI enabled a more comprehensive and in-depth examination of role modeling. Through automated analysis, it provides abundant research-based evidence highlighting the positive impact of role modeling in education settings.

This book is a deep dive into the developmental and neurocognitive impact of metacognition and its role in self-transformation. It connects the latest science on learning, neuroplasticity, and self-development with the rich history of metacognitive educational practices, creating an educational vision capable to address difficult issues faced by modern education.

The book concludes with a general pedagogy of metacognitive instruction that integrates the scientific method with the development of an individual's theory of mind to induce expansive personal development and achievement. This book would be of interest to educators and scholars, as well as practitioners supporting neurodivergent students and employees, neurodiversity advocates, and critical disability studies researchers.

This book provides a focused and comprehensive overview of gradual development and reforms in teacher education in India. It discusses historical development, policy perspectives, quality concerns, current practices, and trends of teacher education in India. It highlights the prevailing social image of teachers and the teaching profession, as well as the emerging problems and issues faced in teacher development programs, indicating the need to focus upon the transformative changes. Each chapter provides an in-depth research-based analysis and reflects on a specific theme: education policies and commissions, curricular reforms, ICT integration, and the digital revolution. It offers alternative practices by drawing a comparison with developed nations. It is an indispensable resource for teacher educators, school administrators, curriculum designers, policymakers, and researchers in teacher education.

Leading for Equity in Uncertain Times outlines a regenerative process for educational leaders developed in response to the disruption and crises caused by the social happenings of the Covid-19 pandemic, the racial justice reckoning after the George Floyd murder, and the political polarization paralyzing the United States.

Each of these significant occurrences has left a lasting impact on school leaders, their teachers, students, families, and school communities. Educational leaders and scholars are just beginning to unravel the effects of this social phenomena on themselves personally and professionally, and on those they lead, teach, and support. Inequities that existed before are now magnified and untenable.

Using a classic grounded theory research approach, Candelarie explores the implementation of The Regenerative Process, and how educational leaders can use this process to identify needed actions to respond to crisis, disruption, and change within their schools and educational organizations.?These actions will regenerate education to a better, higher, more worthy state that is equitable and socially just.

Thanks to learning science and to the creativity of teaching and learning professionals, we know much more about the ways students learn experientially and collaboratively. For our courses, teaching scholars have identified practices and pedagogies that engage students to collaborate and experience deeper learning. Ken Bain has called Super Courses the courses that possess opportunities for learning in the classroom, the lab, and into the world where experiential learning joins course content. The course practices and pedagogies so fundamental to deep learning should also be included in program design (both for academics and campus life) and even the curriculum itself.
Putting it all Together provides a frame that includes the pedagogies and practices and discussion of the larger contexts within which they can be applied. The book also offers more than thirty brief chapters of selected practices applied in individual contexts. The authors are faculty members, administrators, and staff professionals who have developed learning experiences for students. The rationale behind the book is simple: embedding the most powerful practices and pedagogies within courses, programs, and the curriculum calls for every professional at every institution to play a different but equally important role in improving student learning and student success.