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Learning and Collective Creativity

Learning and Collective Creativity Author Annalisa Sannino
ISBN-10 9781135131128
Release 2013-09-11
Pages 286
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This book brings together leading representatives of activity-theoretically-oriented and socioculturally-oriented research around the world, to discuss creativity as a collective endeavour strongly related to learning to face the societal challenges of our world. As history shows, major accomplishments in arts and technological innovations have allowed us to see the world differently and to identify new learning perspectives for the future which were seldom limited to individual action or isolated activities. This book, while primarily focused on educational insitutions, extends its examination of creativity and learning to include other settings (such as government agencies) beyond the limits of schooling.



Mainstreams Margins and the Spaces In between

Mainstreams  Margins and the Spaces In between Author Karen Trimmer
ISBN-10 9781317694595
Release 2014-11-20
Pages 282
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This book explores the complexities of investigating minorities, majorities, boundaries and borders, and the experiences of researchers who choose to work in these spaces. It engages with issues of ethics, disclosure and representation, and contends with and seeks to contribute to emerging debates around power and the positioning of researchers and participants. Chapters examine epistemologies that shape researchers’ beliefs about the forms of research that are valued in educational research and theory, and consider the importance of research that genuinely seeks to explore voice, culture, story, authenticity and identity. Resisting the backdrop of standardisation, performativity and accountability agendas pervading governments and organisations, the book attends to the stories of real people, to understand regional and rural landscapes, to examine culture and the human condition and to give voice to those at the fringes of society who remain largely neglected and unheard. Drawing largely on studies from Australia, the book provides an overview of the many types of research being engaged in, revealing the value of different kinds of research, and gaining insight into how meaning and findings are disseminated in research and educational sectors and back into the contexts where research takes place. Mainstreams, Margins and the Spaces In-between will be of key interest to early career researchers and academics internationally, as well as postgraduate students completing research methods courses in the field of education, and the wider social sciences.



Teaching for Equity in Complex Times

Teaching for Equity in Complex Times Author Jamy Stillman
ISBN-10 9780807774908
Release 2017
Pages 221
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In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity-minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into a standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school’s dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers’ attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population. They identify specific tensions that emerged around the following issues: the degree of academic struggle that is generative for student learning and the point at which such struggle becomes counterproductivethe holding of high expectations for all learners and the provision of differentiated, student-centered learning experiencesthe CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teachingthe influence of high-stakes accountability on school norms and practices, including teachers’ interpretations and enactment of new national standardsthe performance pressures placed on teachers in today’s educational policy context "This book offers welcome guidance on dialogical teaching to socially committed teachers and teacher educators." —Linda Valli, University of Maryland A must-read for those interested in transformative teacher learning." —Kris D. Gutiérrez, Carol Liu Professor, GSE, University of California, Berkeley



Resilience in Social Ecological Systems

Resilience in Social Ecological Systems Author Marianne E. Krasny
ISBN-10 9781317966524
Release 2013-10-18
Pages 224
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Resilience thinking challenges us to reconsider the meaning of sustainability in a world that must constantly adapt in the face of gradual and at times catastrophic change. This volume further asks environmental education and resource management scholars to consider the relationship of environmental learning and behaviours to attributes of resilient social-ecological systems - attributes such as ecosystem services, innovative governance structures, biological and cultural diversity, and social capital. Similar to current approaches to environmental education and education for sustainable development, resilience scholarship integrates social and ecological perspectives. The authors of Resilience in social-ecological systems: the role of learning and education present a wealth of perspectives, integrating theory with reviews of empirical studies in natural resource management, and in youth, adult, and higher education. The authors explore the role of education and learning in helping social-ecological systems as they respond to change, through adaptation and transformation. This book also serves to integrate a growing literature on resilience and social learning in natural resources management, with research in environmental education and education for sustainable development. This book was originally published as a special issue of Environmental Education Research.



Creative Approaches to Planning and Local Development

Creative Approaches to Planning and Local Development Author Abdelillah Hamdouch
ISBN-10 9781317158387
Release 2016-07-15
Pages 264
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This book project highlights creative approaches to planning and local development. The dynamic complexity, diversity and fluidity which characterize contemporary society represent challenges for planning and development endeavours. While research and policy work has extensively focused on large cities and on metropolitan regions, there has been relatively little work on ‘smaller places’. This book shows that if these new challenges affect all places and regions, small and medium-sized towns (SMSTs) are suffering many specific problems that call imperatively for the design and implementation of very imaginative, creative approaches to planning and local development. What could enhance creativity in local development and planning? Is it possible to talk about creative capacity building at the level of a town that might release imaginative and innovative activities? Under what local and non-local conditions is creativity being initiated and flourishing? What are the major obstacles and in what way can these be contained in order to safeguard pockets of creative action? Interdisciplinary and with case studies from France, Norway and other European countries, this volume presents a wide range of approaches and territorial contexts of small cities and towns in which spatial dynamics and the consequences of the city-region for urban planning theory and practice in Europe are highlighted, with a special focus on the challenges for - and understanding of - planning and development of SMSTs. It provides a significant body of critical, comparative and contextual perspectives on the quest for urban sustainability and resilience in SMSTs, therefore emphasizing collaborative and potentially innovative approaches that can be detected, but also the shortcomings, pitfalls and 'traps' that can lie behind the approaches aimed at concerting ecological, economic, and socio-cultural concerns, and the discourses promoting them.



The International Handbook of Collaborative Learning

The International Handbook of Collaborative Learning Author Cindy E. Hmelo-Silver
ISBN-10 9780415805735
Release 2013
Pages 516
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Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. Key features include the following: Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning including the contributions of many international authors. Cross disciplinary – The field of collaborative learning is highly interdisciplinary drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology as well as from the cross-disciplinary field of the learning sciences. Chapter Structure – To ensure consistency across the book, authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence. Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application. This book is appropriate for researchers and graduate level instructors in educational psychology, learning sciences, cognitive psychology, social psychology, computer science, educational technology, teacher education and the academic libraries serving them. It is also appropriate as a graduate level textbook in collaborative learning, computer-supported collaborative learning, cognition and instruction, educational technology, and learning sciences.



The SAGE Handbook of Workplace Learning

The SAGE Handbook of Workplace Learning Author Margaret Malloch
ISBN-10 9781847875891
Release 2010-10-04
Pages 476
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This handbook provides an overview of workplace learning from a global perspective.



Learning and Expanding with Activity Theory

Learning and Expanding with Activity Theory Author Annalisa Sannino
ISBN-10 9780521760751
Release 2009-08-17
Pages 367
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There is a growing interest in activity theory across behavioral and social sciences. Activity theory has a very rich and solid heritage in the works of Vygotsky, Luria, and Leont'ev. The development of activity theory depends on the understanding of this heritage. However, this literature is very demanding and often proves inaccessible to new generations of scholars who want to pursue empirical studies. How can students and young researchers be helped to engage with this heritage as they carry out their inquiries in various social practices? This book provides researchers with an accessible text that also supports the use of the classic tradition of activity theory.



Creativity and Strategic Innovation Management

Creativity and Strategic Innovation Management Author Malcolm Goodman
ISBN-10 9781317199472
Release 2017-03-31
Pages 352
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Creativity and Strategic Innovation Management was the first book to integrate innovation management with both change management and creativity to form an innovative guide to survival in rapidly changing market conditions. Treating creativity as the process, and innovation the result, Goodman and Dingli emphasise the importance of a strategic approach to management through fostering creative processes. Revised and updated for a second edition, this ground-breaking book now includes: A new section on contemporary themes in innovation management, such as the use of social media and sustainability. More coverage of entrepreneurship, ethics, diversity issues and the legal aspects of technology and innovation management. More international cases and real life examples. The book is also supported by a range of new tutor support materials. This textbook is an ideal accompaniment to postgraduate courses on innovation management and creativity management. The focused approach by Goodman and Dingli also makes it useful as supplementary reading on a range of courses from management of technology to strategic management.



Activity Systems Analysis Methods

Activity Systems Analysis Methods Author Lisa C. Yamagata-Lynch
ISBN-10 1441963219
Release 2010-07-15
Pages 148
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In the last two decades, there has been growing interest in pursuing theoretical paradigms that capture complex learning situations. Cultural Historical Activity Theory (CHAT) is one of several theoretical frameworks that became very popular among educational researchers because it conceptualizes individuals and their environment as a holistic unit of analysis. It assumes a non-dualistic ontology and acknowledges the complexities involved in human activity in natural settings. Recently, reputable journals such as the American Psychologist, Educational Psychologist, and Educational Researcher that are targeted for a wide-range of audience have included articles on CHAT. In many of such articles, CHAT has been referred to as social constructivism, sociocultural theory, or activity theory. Activity systems analysis is one of the popular methods among CHAT researchers for mapping complex human interactions from qualitative data. However, understanding the methods involved in activity systems analysis is a challenging task for many researchers. This difficulty derives from several reasons. First the original texts of CHAT are in Russian and there have been numerous authors who report on the difficulties of reconciling translation problems of the works of original authors’ such as Vygotsky and Leontiev. Second, in North America activity systems analysis has deviated from the Russian scholars’ intentions and Engeström’s original work using the triangle model to identify tensions to overcome and bring about sociopolitical change in participant practices. Third, to this date there are numerous publications on the theoretical background of activity theory and studies reporting the results of using activity systems analysis for unpacking qualitative data sets, but there have been no methodological publications on how researchers engage in activity systems analysis. Thus, there is a dearth of literature in both book and journal publications that guide researchers on the methodological issues involving activity systems analysis.



The Consequences of Global Disasters

The Consequences of Global Disasters Author Anthony Elliott
ISBN-10 9781317505884
Release 2016-04-14
Pages 252
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Disasters of the 21st century differ substantially from other kinds of hazards that previous societies have had to cope with because of the twin forces of globalization and the communications revolution. But what makes today’s disasters—industrial, technological, environmental, and socio-cultural—so different in scope and impact? What are the possible disasters of the future? And how can we, as collective humanity, best manage and respond to the globalization of disasters? The Consequences of Global Disasters makes a distinctive contribution to the ever-expanding field of disaster research by developing a multi-contextual, multi-disciplinary and multi-methodological approach to the social analysis of disasters. Anthony Elliott and Eric L. Hsu have brought together a highly distinguished group of international contributors to focus on how people react to the unsettling effects of disasters, which come in a multitude of forms. Numerous contributors concentrate on the cultural, political and psychological ramifications of the 2011 Great East Japan earthquake and tsunami, but disasters in other contexts, such as Australia, China and Haiti, are considered as well. By offering unique empirical, methodological and theoretical insights, The Consequences of Global Disasters sets an agenda for future developments in the field of disaster research and will be a key resource for students and scholars working in social science disciplines such as sociology, cultural studies, international relations, psycho-social studies, social work, Japanese studies and social theory.



A Handbook for Teaching and Learning in Higher Education

A Handbook for Teaching and Learning in Higher Education Author Heather Fry
ISBN-10 9781317650225
Release 2014-08-21
Pages 452
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This entirely new edition of a very successful book focuses on developing professional academic skills for supporting and supervising student learning and effective teaching. It is built on the premise that the roles of those who teach in higher education are complex and multi-faceted. A Handbook for Teaching and Learning in Higher Education is sensitive to the competing demands of teaching, research, scholarship, and academic management. The new edition reflects and responds to the rapidly changing context of higher education and to current understanding of how to best support student learning. Drawing together a large number of expert authors, it continues to feature extensive use of case studies that show how successful teachers have implemented these ideas. It includes key topics such as student engagement and motivation, internationalisation, employability, inclusive strategies for teaching, effective use of technology and issues relating to postgraduate students and student retention. Part 1 explores a number of aspects of the context of UK higher education that affect the education of students, looking at the drivers of institutional behaviours and how to achieve success as a university teacher. Part 2 examines learning, teaching and supervising in higher education and includes chapters on working with diversity, encouraging independent learning and learning gain. Part 3 considers approaches to teaching and learning in different disciplines, covering a full range including arts and humanities, social sciences, experimental sciences through to medicine and dentistry. Written to support the excellence in teaching and learning design required to bring about student learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as those experienced lecturers who wish to improve their teaching practice. Those working in adult learning and educational development will also find the book to be a particularly useful resource. In addition it will appeal to staff who support learning and teaching in various other roles.



Communities of Musical Practice

Communities of Musical Practice Author Ailbhe Kenny
ISBN-10 9781317163459
Release 2016-04-28
Pages 156
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Every day people come together to make music. Whether amateur or professional, young or old, jazz enthusiasts or rock stars, what is common to all of these musical groups is the potential to create communities of musical practice (CoMP). Such communities are created through practices: ways of engaging, rules, membership, roles, identities and learning that is both shared through collective musical endeavour and situated within certain sociocultural contexts. Ailbhe Kenny investigates CoMP as a rich model for community engagement, musical participation and transformation in music education. This book is the first to produce a valid and reliable in-depth study of music communities using a community of practice (CoP) framework - in this case focusing on the social process of musical learning. Employing case study research within Ireland, three illustrations from particular sociocultural, genre-specific, economic and geographical contexts are examined: an adult amateur jazz ensemble, a youth choir, and an online Irish traditional music web platform. Each case is analysed as a distinct community and phenomenon offering sharpened understandings of each sub-culture with specific findings presented for each community.



Learning Teaching from Experience

Learning Teaching from Experience Author Viv Ellis
ISBN-10 9781472509918
Release 2014-01-16
Pages 288
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What do teachers learn 'on the job'? And how, if at all, do they learn from 'experience'? Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice - the role that experience plays in learning to teach in schools. Experience is often weakly conceptualized in both policy and research, sometimes simply used as a proxy for 'time', in weeks and years, spent in a school classroom. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. Distinctive perspectives to inform these studies include sociocultural psychology, the philosophy of education, school effectiveness, the sociology of education, critical pedagogy, activism and action research. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly educational investigation, one that is both close to practice and seeks to develop theory. At a time when policy-makers in many countries seek to make teacher education an entirely school-based activity, Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of inquiry - and the limits of those inquiries.



English Language Teacher Education in Chile

English Language Teacher Education in Chile Author Malba Barahona
ISBN-10 9781317425625
Release 2015-07-15
Pages 192
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Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile. Framed by a cultural historical activity theory (CHAT) perspective, chapters use key qualitative research to determine how specific factors can help and hinder the effective preparation of teachers, illuminating contradictory dynamics between local and national policies, teacher education programs, and pre-service views and classroom realities. The book makes an important contribution to the growing debate surrounding the design of EFL teacher education policy, curriculum and learning strategies, emphasising the importance of engaging pre-service teachers in learning to teach EFL, and the interrelated factors that shape this learning. English Language Teacher Education in Chile will be of key interest to academics, researchers and postgraduate students in the fields of teacher education, curriculum studies, and English language teaching (ESL/EFL), as well as policy makers, TESOL organisations, and those interested in applying a CHAT perspective to language teaching and learning.



Musical Creativity

Musical Creativity Author Irène Deliège
ISBN-10 9781135422677
Release 2006-10-16
Pages 448
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This collection initiates a resolutely interdisciplinary research dynamic specifically concerning musical creativity. Creativity is one of the most challenging issues currently facing scientific psychology and its study has been relatively rare in the cognitive sciences, especially in artificial intelligence. This book will address the need for a coherent and thorough exploration. Musical Creativity: Multidisciplinary Research in Theory and Practice comprises seven sections, each viewing musical creativity from a different scientific vantage point, from the philosophy of computer modelling, through music education, interpretation, neuroscience, and music therapy, to experimental psychology. Each section contains discussions by eminent international specialists of the issues raised, and the book concludes with a postlude discussing how we can understand creativity in the work of eminent composer, Jonathan Harvey. This unique volume presents an up-to-date snapshot of the scientific study of musical creativity, in conjunction with ESCOM (the European Society for the Cognitive Sciences of Music). Describing many of the different aspects of musical creativity and their study, it will form a useful springboard for further such study in future years, and will be of interest to academics and practitioners in music, psychology, cognitive science, artificial intelligence, neuroscience and other fields concerning the study of human cognition in this most human of behaviours.



Research Methods in Education

Research Methods in Education Author Louis Cohen
ISBN-10 9781315456515
Release 2017-10-12
Pages 916
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This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.