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Radicalizing Learning: Adult Education for a Just World
by Stephen D. Brookfield John D. HolstRadicalizing Learning calls for a total rethinking of what the field of adult education stands for and how adult educators should assess their effectiveness. Arguing that major changes in society are needed to create a more just world, the authors set out to show how educators can help learners envision and enact this radical transformation. Specifically, the book explores the areas of adult learning, training, teaching, facilitation, program development, and research. Each chapter provides a guide to the different paradigms and perspectives that prevail across the field of theory and practice. The authors then tie all of the themes into how adult learning for participatory democracy works in a diverse society.
Radicalizing Learning: Adult Education for a Just World
by Stephen D. Brookfield John D. HolstRadicalizing Learning calls for a total rethinking of what the field of adult education stands for and how adult educators should assess their effectiveness. Arguing that major changes in society are needed to create a more just world, the authors set out to show how educators can help learners envision and enact this radical transformation. Specifically, the book explores the areas of adult learning, training, teaching, facilitation, program development, and research. Each chapter provides a guide to the different paradigms and perspectives that prevail across the field of theory and practice. The authors then tie all of the themes into how adult learning for participatory democracy works in a diverse society.
Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms
by Stephen D. Brookfield Stephen PreskillThoroughly revised and updated, the second edition of the landmark book Discussion as a Way of Teaching shows how to plan, conduct, and assess classroom discussions. Stephen D. Brookfield and Stephen Preskill suggest exercises for starting discussions, strategies for maintaining their momentum, and ways to elicit diverse views and voices. The book also includes new exercises and material on the intersections between discussion and the encouragement of democracy in the classroom. This revised edition expands on the original and contains information on adapting discussion methods in online teaching, on using discussion to enhance democratic participation, and on the theoretical foundations for the discussion exercises described in the book. Throughout the book, Brookfield and Preskill clearly show how discussion can enliven classrooms, and they outline practical methods for ensuring that students will come to class prepared to discuss a topic. They also explain how to balance the voices of students and teachers, while still preserving the moral, political, and pedagogic integrity of discussion.
The Discussion Book: 50 Great Ways to Get People Talking
by Stephen D. Brookfield Stephen PreskillBuild teams, make better decisions, energize groups, and think out of the box Do you need a resource that you can pull out of your pocket to liven up meetings, trainings, professional development, and teaching? The fifty easily applied techniques in this timely manual spur creativity, stimulate energy, keep groups focused, and increase participation. Whether you're teaching classes, facilitating employee training, leading organizational or community meetings, furthering staff and professional development, guiding town halls, or working with congregations, The Discussion Book is your go-to guide for improving any group process. Each of the concrete techniques and exercises is clearly described with guidance on selection and implementation, as well as advice on which pitfalls to avoid. All of the techniques: Offer new ways to engage people and energize groups Get employees, students, colleagues, constituents, and community members to participate more fully in deliberative decision-making Encourage creativity and openness to new perspectives Increase collaboration and build cohesive teams Keep groups focused on important topics and hard-to-address issues Derived from the authors' decades of experience using these exercises with schools, colleges, corporations, the military, social movements, health care organizations, prisons, unions, non-profits, and elsewhere, The Discussion Book will help you guide discussions that matter.
The Discussion Book: 50 Great Ways to Get People Talking
by Stephen D. Brookfield Stephen PreskillBuild teams, make better decisions, energize groups, and think out of the box Do you need a resource that you can pull out of your pocket to liven up meetings, trainings, professional development, and teaching? The fifty easily applied techniques in this timely manual spur creativity, stimulate energy, keep groups focused, and increase participation. Whether you're teaching classes, facilitating employee training, leading organizational or community meetings, furthering staff and professional development, guiding town halls, or working with congregations, The Discussion Book is your go-to guide for improving any group process. Each of the concrete techniques and exercises is clearly described with guidance on selection and implementation, as well as advice on which pitfalls to avoid. All of the techniques: Offer new ways to engage people and energize groups Get employees, students, colleagues, constituents, and community members to participate more fully in deliberative decision-making Encourage creativity and openness to new perspectives Increase collaboration and build cohesive teams Keep groups focused on important topics and hard-to-address issues Derived from the authors' decades of experience using these exercises with schools, colleges, corporations, the military, social movements, health care organizations, prisons, unions, non-profits, and elsewhere, The Discussion Book will help you guide discussions that matter.
Teaching Well: Understanding Key Dynamics of Learning-Centered Classrooms
by Stephen D. Brookfield Jürgen Rudolph Shannon TanWhat does it mean to teach well? In short, it means a willingness to do anything that helps students learn. Teaching Well investigates the fundamental principle of what teaching effectively entails by exploring the key dynamics of a learning-centered classroom. Based on interviews with renowned scholar Stephen D. Brookfield, this book covers a wide range of topics – such as classroom democratization, critical thinking and reflection, race and power, and more. Each chapter is framed by key questions meant to hone teachers’ crafts and encourage important conversations. Further, this engaging book examines the crucial steps of bringing educators’ identities and backgrounds into practice by soliciting and responding to student feedback, negotiating power dynamics, and the ways institutional constraints, students, and self-concepts can sabotage efforts. A timely text, Teaching Well is the ideal companion for all college and university educators and experienced practitioners across the globe who continue to reflect critically about their teaching practice.
Teaching Well: Understanding Key Dynamics of Learning-Centered Classrooms
by Stephen D. Brookfield Jürgen Rudolph Shannon TanWhat does it mean to teach well? In short, it means a willingness to do anything that helps students learn. Teaching Well investigates the fundamental principle of what teaching effectively entails by exploring the key dynamics of a learning-centered classroom. Based on interviews with renowned scholar Stephen D. Brookfield, this book covers a wide range of topics – such as classroom democratization, critical thinking and reflection, race and power, and more. Each chapter is framed by key questions meant to hone teachers’ crafts and encourage important conversations. Further, this engaging book examines the crucial steps of bringing educators’ identities and backgrounds into practice by soliciting and responding to student feedback, negotiating power dynamics, and the ways institutional constraints, students, and self-concepts can sabotage efforts. A timely text, Teaching Well is the ideal companion for all college and university educators and experienced practitioners across the globe who continue to reflect critically about their teaching practice.
Classroom Assessment and Educational Measurement
by Susan M. Brookhart James H. McMillanClassroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives.
Classroom Assessment and Educational Measurement
by Susan M. Brookhart James H. McMillanClassroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives.
Part 3 Handbook
by Stephen BrookhouseThe decision to take the final step to becoming a fully qualified architect exam can be daunting. Fortunately, this new edition of the Part 3 Handbook demystifies the whole process of qualifying, dispelling commonly held myths and offering genuine insight into what examiners really want. Written by an experienced practitioner and Professional Studies Advisor, and endorsed by the RIBA, the book concentrates on the separate elements that you will be assessed on in the Part 3 exam. Fully updated for 2020, this edition features a brand new chapter on professional development and includes up-to-date guidance on the 2020 plan of work.
Part 3 Handbook
by Stephen BrookhouseThe decision to take the final step to becoming a fully qualified architect exam can be daunting. Fortunately, this new edition of the Part 3 Handbook demystifies the whole process of qualifying, dispelling commonly held myths and offering genuine insight into what examiners really want. Written by an experienced practitioner and Professional Studies Advisor, and endorsed by the RIBA, the book concentrates on the separate elements that you will be assessed on in the Part 3 exam. Fully updated for 2020, this edition features a brand new chapter on professional development and includes up-to-date guidance on the 2020 plan of work.
Clothing Poverty: The Hidden World of Fast Fashion and Second-Hand Clothes
by Andrew Brooks'An interesting and important account.'Daily TelegraphHave you ever stopped and wondered where your jeans came from? Who made them and where? Ever wondered where they end up after you donate them for recycling?Following a pair of jeans, Clothing Poverty takes the reader on a vivid around-the-world tour to reveal how clothes are manufactured and retailed, bringing to light how fast fashion and clothing recycling are interconnected. Andrew Brooks shows how recycled clothes are traded across continents, uncovers how retailers and international charities are embroiled in commodity chains which perpetuate poverty, and exposes the hidden trade networks which transect the globe.Stitching together rich narratives, from Mozambican markets, Nigerian smugglers and Chinese factories to London's vintage clothing scene, TOMS shoes and Vivienne Westwood's ethical fashion lines, Brooks uncovers the many hidden sides of fashion.
Clothing Poverty: The Hidden World of Fast Fashion and Second-Hand Clothes
by Andrew BrooksHave you ever stopped and wondered where your jeans came from? Who made them and where? Ever wondered where they end up after you donate them for recycling?Following a pair of jeans, Clothing Poverty takes the reader on a vivid around-the-world tour to reveal how clothes are manufactured and retailed, bringing to light how fast fashion and recycling are interconnected. Andrew Brooks shows how recycled clothes are traded across continents, uncovers how retailers and international charities are embroiled in commodity chains which perpetuate poverty, and exposes the hidden trade networks which transect the globe.In this new and updated edition, Brooks retraces his steps to look at the fashion industry today, and considers how, if at all, the industry has changed in response to mounting consumer pressure for more ethical clothing. Stitching together rich narratives, from Mozambican markets, Nigerian smugglers and Chinese factories to London's vintage clothing scene, TOMS shoes and Vivienne Westwood's ethical fashion lines, Brooks uncovers the many hidden sides of fashion.
Clothing Poverty: The Hidden World of Fast Fashion and Second-Hand Clothes
by Andrew Brooks'An interesting and important account.'Daily TelegraphHave you ever stopped and wondered where your jeans came from? Who made them and where? Ever wondered where they end up after you donate them for recycling?Following a pair of jeans, Clothing Poverty takes the reader on a vivid around-the-world tour to reveal how clothes are manufactured and retailed, bringing to light how fast fashion and clothing recycling are interconnected. Andrew Brooks shows how recycled clothes are traded across continents, uncovers how retailers and international charities are embroiled in commodity chains which perpetuate poverty, and exposes the hidden trade networks which transect the globe.Stitching together rich narratives, from Mozambican markets, Nigerian smugglers and Chinese factories to London's vintage clothing scene, TOMS shoes and Vivienne Westwood's ethical fashion lines, Brooks uncovers the many hidden sides of fashion.
Clothing Poverty: The Hidden World of Fast Fashion and Second-Hand Clothes
by Andrew BrooksHave you ever stopped and wondered where your jeans came from? Who made them and where? Ever wondered where they end up after you donate them for recycling?Following a pair of jeans, Clothing Poverty takes the reader on a vivid around-the-world tour to reveal how clothes are manufactured and retailed, bringing to light how fast fashion and recycling are interconnected. Andrew Brooks shows how recycled clothes are traded across continents, uncovers how retailers and international charities are embroiled in commodity chains which perpetuate poverty, and exposes the hidden trade networks which transect the globe.In this new and updated edition, Brooks retraces his steps to look at the fashion industry today, and considers how, if at all, the industry has changed in response to mounting consumer pressure for more ethical clothing. Stitching together rich narratives, from Mozambican markets, Nigerian smugglers and Chinese factories to London's vintage clothing scene, TOMS shoes and Vivienne Westwood's ethical fashion lines, Brooks uncovers the many hidden sides of fashion.
ArtsIT, Interactivity and Game Creation: 11th EAI International Conference, ArtsIT 2022, Faro, Portugal, November 21-22, 2022, Proceedings (Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering #479)
by Anthony L. BrooksThis book constitutes the refereed post-conference proceedings the 11th EAI International Conference on ArtsIT, Interactivity and Game Creation, ArtsIT 2022 which was held in Faro, Portugal, November 21-22, 2022. The 45 revised full papers presented were carefully selected from 118 submissions. The papers are thematically arranged in the following sections: Dialogues Between Geometry, Computer Graphics and the Visual Arts; Games and Gamification; Museums and the Virtual; Animation, AI, Books and Behavior; Fluency, Fashion, Emotion and Play; Movement, Film and Audio.
Interactivity, Game Creation, Design, Learning, and Innovation: 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings (Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering #229)
by Anthony L. Brooks Eva Brooks Nikolas VidakisThis book constitutes the proceedings of two conferences: The 6th International Conference on ArtsIT, Interactivity and Game Creation (ArtsIT 2017) and the Second International Conference on Design, Learning and Innovation (DLI 2017). The event was hosted in Heraklion, Crete, Greece, in October 2017 and attracted 65 submissions from which 50 full papers were selected for publication in this book. The papers represent a forum for the dissemination of cutting-edge research results in the area of arts, design and technology, including open related topics like interactivity and game creation.
Recent Advances in Technologies for Inclusive Well-Being: Virtual Patients, Gamification and Simulation (Intelligent Systems Reference Library #196)
by Anthony Lewis Brooks Sheryl Brahman Bill Kapralos Amy Nakajima Jane Tyerman Lakhmi C. JainIn a time of ongoing pandemic when well-being is a priority this volume presents latest works across disciplines associated to Virtual Patients, Gamification and Simulation. Chapters herein present international perspectives with authors from around the globe contributing to this impactful third edition to the series following a 2014 Springer book on Technologies for Inclusive Well-Being and a 2017 Springer book Recent Advances in Technologies for Inclusive Well-Being. Digital technologies are pervasive in life and the contributions herein focus on specific attributes and situations, especially in training and treatment programmes spanning across ranges of diagnosis, conditions, ages, and targeted impacts. This volume purposefully does not cover all (even if that was possible) aspects on how virtual interactive space can align to statial computing, which in turn can align with related embodied entities (whatever the terms used e.g. Virtual, Augmented, Extended, Mixed Realities) along with AI, Deep Learning etc. It also doesn’t cover what some may refer to as ‘trendy terms’ such as 360 degree, video, WebXR, cryptocurrency, blockchain, virtual goods, AR museums, travel and teleportation…however, what is covered in this book, and the prior volumes it builds upon (as above), is a sharing and questioning of advancing technologies for inclusive well-being through research and practices from an avant-garde perspective.
Christianity and Autosuggestion
by C. Brooks Ernest CharlesÉmile Coué de la Châtaigneraie (1857-1926) was a French psychologist and pharmacist who introduced a popular method of psychotherapy and self-improvement based on optimistic autosuggestion.“THE distinctive feature of M. Coué’s method, compared with other popular methods of self-healing, lies in the fact that it reposes on purely psychological bases. This is its value. We may be reproached with robbing it, in this book, of its psychological foundation and confusing its clarity with mystical speculation. But this is not so. The value of M. Coué’s psychological doctrine and of his technical method is in no sense denied or depreciated in these pages. We compare and contrast his teaching with the teaching of Christ on cognate subjects. Finding between them an essential harmony, we attempt to place autosuggestion in its true position in Christian life and thought, and to utilise the Christian dynamic for extending and deepening its power. The secular practice of autosuggestion continues unaltered, but side by side with it we attempt to erect, in essential outlines, a Christian practice of autosuggestion.”—C. Harry Brooks
Initial Teacher Education at Scale: Quality Conundrums
by Clare BrooksDebates about what constitutes quality in initial teacher education have resulted in a series of quality conundrums that have to be unravelled by teacher educators. Using the lens of scale and adopting a new approach to understanding quality, this book draws upon empirical research into five large-scale, high-quality university-based teacher education providers in Australia, Canada, England, New Zealand and the US. The resulting model of initial teacher education practice shows how ideological concepts and accountability structures around teacher education are in constant tension with operational realities. The book explores how successful large-scale providers have reconciled those tensions and conundrums to ensure their provision is consistently high quality. The accounts also present a robust defence for university-based teacher education. The practice-based accounts of how tensions around quality and scale are being reconciled reveal the competing discourses around teacher professionalism, research and the role of the university in teacher education. The analysis presented promises to change the way we view high-quality teacher education across all providers and international contexts, not just those of large scale. This book will be of great interest to teacher educators, policymakers and educational leaders.
Initial Teacher Education at Scale: Quality Conundrums
by Clare BrooksDebates about what constitutes quality in initial teacher education have resulted in a series of quality conundrums that have to be unravelled by teacher educators. Using the lens of scale and adopting a new approach to understanding quality, this book draws upon empirical research into five large-scale, high-quality university-based teacher education providers in Australia, Canada, England, New Zealand and the US. The resulting model of initial teacher education practice shows how ideological concepts and accountability structures around teacher education are in constant tension with operational realities. The book explores how successful large-scale providers have reconciled those tensions and conundrums to ensure their provision is consistently high quality. The accounts also present a robust defence for university-based teacher education. The practice-based accounts of how tensions around quality and scale are being reconciled reveal the competing discourses around teacher professionalism, research and the role of the university in teacher education. The analysis presented promises to change the way we view high-quality teacher education across all providers and international contexts, not just those of large scale. This book will be of great interest to teacher educators, policymakers and educational leaders.
Quality: Keywords in Teacher Education (Keywords in Teacher Education)
by Clare BrooksDiscussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores different ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: · the use of standards, accreditation and inspection frameworks; · the range of input, process, output and perspectival indicators used to judge quality in ITE; · the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts.
Quality: Keywords in Teacher Education (Keywords in Teacher Education)
by Clare BrooksDiscussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers. This book explores different ways in which quality can be defined and understood within teacher education, offering a way of categorizing and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education. This analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded). Key topics covered include: · the use of standards, accreditation and inspection frameworks; · the range of input, process, output and perspectival indicators used to judge quality in ITE; · the different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.The author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts.
Studying PGCE Geography at M Level: Reflection, Research and Writing for Professional Development
by Clare BrooksStudying PGCE Geography at M Level is for all students undertaking their PGCE, those working to gain Masters credits, and experienced teachers who wish to broaden their understanding of geography education. Bridging the gap between theory and practice, it is designed to support and challenge teachers as they explore geography education research, consider how theory and research enhance practice, and develop critical reflection on practice. Divided into three key sections, it: investigates professional practice - what we understand about professionalism and quality in geography education, and how teachers can improve their practice introduces perspectives and debates on key themes and ideas in geography education, including subject expertise, sustainable development, learning outside the classroom, and assessment provides practical guidance on the skills involved in undertaking M level work – extended reading, engaging with theory, undertaking research, and writing your dissertation. Chapters include key readings and questions to encourage further research and reflection, and every chapter is illustrated with summaries of real students’ dissertations, demonstrating the kind of research undertaken at M Level. Written by experts in geography education, Studying PGCE Geography at M Level offers invaluable support and inspiration for all those engaged in teaching, research and writing in geography education.
Teacher Subject Identity in Professional Practice: Teaching with a professional compass (Foundations and Futures of Education)
by Clare BrooksTeacher Subject Identity in Professional Practice focuses on a key, but neglected, element of a teacher’s identity: that of their subject expertise. Studies of teachers’ professional practice have shown the importance of a teacher’s identity and the extent to which it can affect their resilience, commitment and ultimately their effectiveness. Drawing upon narrative research undertaken with a range of teachers over a period of 14 years, the book explores how subject expertise can play a significant role in teacher identity, acting as a professional compass guiding teachers at all levels of their professional practice. It reveals powerful individual stories of meaning-making which highlight the dynamic importance of teachers’ subject expertise The book’s metaphor of a professional compass goes to the heart of teacher professionalism, and provides a valuable mechanism to enable teachers to respond to challenges they face in their daily practice. It enables teachers to consider the moral dimensions of their practice, and can constitute a significant component in professional formation and identity. Throughout the book the importance of subject expertise for teachers’ professional practice is explored at a range of scales: from the classroom to broad education policy, and at different stages of a teacher’s career which offers readers a deeper understanding of the importance of subject expertise for teachers. Teacher Subject Identity in Professional Practice makes a significant contribution to an under-researched area. It identifies the role and significance of teachers’ subject expertise as a dimension of their teacher identity. The book is key reading for teacher educators, policy makers and researchers with an interest in teachers’ professional development and practice.