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The Development of the Mechanics' Institute Movement in Britain and Beyond: Supporting further education for the adult working classes (Routledge Research in Education)
by Martyn WalkerThe Development of the Mechanics’ Institute Movement in Britain and Beyond questions the prevailing view that mechanics’ institutes made little contribution to adult working-class education from their foundation in the 1820s to 1890. The book traces the historical development of several mechanics’ institutes across Britain and reveals that many institutes supported both male and female working-class membership before state intervention at the end of the nineteenth century resulted in the development of further education for all. This book presents evidence to suggest that the movement remained active and continued to expand until the end of the nineteenth century. Drawing on historical accounts, Walker describes the developments which shaped the movement and emphasises the institutes’ provision for scientific and technical education. He also considers the impact that the British movement had on the overseas development of mechanics’ institutes – particularly in Canada, America, Australia and New Zealand. The book concludes with a discussion of the legacy of the movement and its contribution to twentieth-century adult education. The Development of the Mechanics’ Institute Movement advances the argument that the movement made a substantial contribution to adult education for the working classes and provided a firm foundation for further education in Britain and beyond. It will appeal to academics, researchers and postgraduate students in the areas of education, history and sociology, as well as the philosophy of education, technical and vocational education, and post-compulsory education.
The Development of the Mechanics' Institute Movement in Britain and Beyond: Supporting further education for the adult working classes (Routledge Research in Education)
by Martyn WalkerThe Development of the Mechanics’ Institute Movement in Britain and Beyond questions the prevailing view that mechanics’ institutes made little contribution to adult working-class education from their foundation in the 1820s to 1890. The book traces the historical development of several mechanics’ institutes across Britain and reveals that many institutes supported both male and female working-class membership before state intervention at the end of the nineteenth century resulted in the development of further education for all. This book presents evidence to suggest that the movement remained active and continued to expand until the end of the nineteenth century. Drawing on historical accounts, Walker describes the developments which shaped the movement and emphasises the institutes’ provision for scientific and technical education. He also considers the impact that the British movement had on the overseas development of mechanics’ institutes – particularly in Canada, America, Australia and New Zealand. The book concludes with a discussion of the legacy of the movement and its contribution to twentieth-century adult education. The Development of the Mechanics’ Institute Movement advances the argument that the movement made a substantial contribution to adult education for the working classes and provided a firm foundation for further education in Britain and beyond. It will appeal to academics, researchers and postgraduate students in the areas of education, history and sociology, as well as the philosophy of education, technical and vocational education, and post-compulsory education.
Development of Transport by Telematics: 19th International Conference on Transport System Telematics, TST 2019, Jaworze, Poland, February 27 – March 2, 2019, Selected Papers (Communications in Computer and Information Science #1049)
by Jerzy MikulskiThis book constitutes selected papers from the 19th International Conference on Transport Systems Telematics, TST 2019, held in Jaworze, near Bielsko-Biala, Poland, in March 2019. The 31 full papers presented in this volume were carefully reviewed and selected from 104 submissions. They were organized in topical sections named: telematics in rail transport; telematics in road transport; telematics in marine transport; telematics in air transport; and general about telematics.
The Development of University Teaching Over Time: Pedagogical Approaches from 1800 to the Present (Routledge Research in Higher Education)
by Tom O'DonoghueExamining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education.While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role-play. O’Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally.This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia.
The Development of University Teaching Over Time: Pedagogical Approaches from 1800 to the Present (Routledge Research in Higher Education)
by Tom O'DonoghueExamining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education.While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role-play. O’Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally.This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia.
The Development of Word Meaning: Progress in Cognitive Development Research (Springer Series in Cognitive Development)
by Martyn D. Barrett Stan A. KuczajFor some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop mental journals that could be considered cognitive, 50% seems like a conserva tive estimate. Hence, a series of scholarly books devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several autbors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" types, carrying the sub title Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defmed domain of cognitive-developmental research (e. g. , logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as sepa rate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series. A fairly broad defmition of cognitive development is being used in the selec tion of books for this series.
Development of Writing Skills in Children in Diverse Cultural Contexts: Contributions to Teaching and Learning
by Alina Galvão Spinillo Carmen SotomayorThis book brings together multiple theoretical perspectives and disciplinary approaches to study the acquisition and development of written language by children as well as the implications for teaching and learning of writing practices in a variety of languages and cultural contexts. Chapters in this contributed volume present both theoretical contributions and results of research carried out with students and teachers from 11 countries (Belgium, Brazil, Chile, Israel, Italy, Mexico, the Netherlands, Portugal, Spain, UK and USA) who speak seven different languages: Portuguese, Spanish, English, Italian, French, Dutch and Hebrew. By bringing together research developed in diverse cultural contexts it enriches the debates in the interdisciplinary field of writing studies by analyzing a wide range of topics at the interface between research and educational implications for the teaching and learning of writing by children. The book consists of five parts, each one addressing a specific set of topics. Part I presents studies on topics related to written language representation systems (phonological and morphological awareness) and on the relationship between grammar and the quality of texts of different genres. Part II includes studies related to compositional processes of writing texts, and the factors involved in these processes. Part III focuses on the difficulties faced by students during the acquisition and development of writing. Part IV is dedicated to chapters that discuss and compare writing practices in different social environments. Finally, chapters in part V deal with teaching and learning of writing in the school setting. Development of Writing Skills in Children in Diverse Cultural Contexts: Contributions to Teaching and Learning will be of interest to researchers and students in the fields of psychology, education and linguistics, as well as to other social scientists in the broader interdisciplinary field of writing studies.
Development Outlook of Education and Migration: An Indian Perspective (Demographic Transformation and Socio-Economic Development #14)
by Basant Potnuru Narender Thakur Perveen KumarThis 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.
Development Planning and School Improvement for Middle Managers
by Marilyn Leask Ian TerrellClassroom teachers moving to positions of increased responsibility often have very little formal training for their new role. This book provides guidelines for best practice in the necessary skills for success - planning, management and accountability.
Development Planning and School Improvement for Middle Managers
by Marilyn Leask Ian TerrellClassroom teachers moving to positions of increased responsibility often have very little formal training for their new role. This book provides guidelines for best practice in the necessary skills for success - planning, management and accountability.
Development Planning in South Africa: Provincial Policy and State Power in the Eastern Cape (Politics and Development in Contemporary Africa)
by John ReynoldsCelebrated as a beacon of democracy and reconciliation, many people in South Africa continue to live in severe poverty, particularly in the Eastern Cape Province. Backed by the United Nations Development Programme, the Eastern Cape's provincial government consequently launched an historically ambitious programme – the Provincial Growth and Development Plan – aimed at tackling the province's poverty, unemployment and inequality over a ten-year period in a radical policy overhaul.Drawing on the author's first-hand engagement with the planning process, Development Planning in South Africa is an empirically rich study that utilises a strategic-relational approach to explore the ways in which this unprecedented challenge was negotiated and eventually undermined by the South African state.The first work of its kind, the book provides an indispensable micro-level study with profound implications for how state power is understood to be organised and expressed in state policy. Relevant beyond South Africa to policy implementation in both developing and developed states globally, the book is essential reading for students and scholars of government studies, political economy, development, policy studies and social movements.
Development Planning in South Africa: Provincial Policy and State Power in the Eastern Cape (Politics and Development in Contemporary Africa)
by John ReynoldsCelebrated as a beacon of democracy and reconciliation, many people in South Africa continue to live in severe poverty, particularly in the Eastern Cape Province. Backed by the United Nations Development Programme, the Eastern Cape's provincial government consequently launched an historically ambitious programme – the Provincial Growth and Development Plan – aimed at tackling the province's poverty, unemployment and inequality over a ten-year period in a radical policy overhaul.Drawing on the author's first-hand engagement with the planning process, Development Planning in South Africa is an empirically rich study that utilises a strategic-relational approach to explore the ways in which this unprecedented challenge was negotiated and eventually undermined by the South African state.The first work of its kind, the book provides an indispensable micro-level study with profound implications for how state power is understood to be organised and expressed in state policy. Relevant beyond South Africa to policy implementation in both developing and developed states globally, the book is essential reading for students and scholars of government studies, political economy, development, policy studies and social movements.
Developmental and Adapted Physical Education: Making Ability Count
by Michael Horvat Ronald V. Croce Caterina Pesce Ashley Eason FallaizeNow in a fully revised and updated 6th edition, reflecting changes in legislation and cutting-edge research, this is a complete introduction to adapted physical education, from the underpinning science to practical teaching strategies and program design. The book covers a broader range of disabilities, developmental disorders, and health conditions than any other textbook and includes brand new material on developmental coordination disorders and cognitive development. Full of teaching and coaching strategies and techniques, it introduces scientific fundamentals, key legislation, and best practice in designing effective programs. It encourages the reader to consider the individual before the disability and to focus on what learners can do rather than what they can’t. This is an essential reference for teachers, coaches, or exercise professionals working with children with disabilities. It is also an invaluable resource for undergraduate or postgraduate students of adapted physical education, kinesiology, physical education, physical therapy, exercise science, athletic training, or sports coaching. The new edition features updated online resources, including PowerPoint slides, web links, an example syllabus, and quizzes.
Developmental and Adapted Physical Education: Making Ability Count
by Michael Horvat Ronald V. Croce Caterina Pesce Ashley Eason FallaizeNow in a fully revised and updated 6th edition, reflecting changes in legislation and cutting-edge research, this is a complete introduction to adapted physical education, from the underpinning science to practical teaching strategies and program design. The book covers a broader range of disabilities, developmental disorders, and health conditions than any other textbook and includes brand new material on developmental coordination disorders and cognitive development. Full of teaching and coaching strategies and techniques, it introduces scientific fundamentals, key legislation, and best practice in designing effective programs. It encourages the reader to consider the individual before the disability and to focus on what learners can do rather than what they can’t. This is an essential reference for teachers, coaches, or exercise professionals working with children with disabilities. It is also an invaluable resource for undergraduate or postgraduate students of adapted physical education, kinesiology, physical education, physical therapy, exercise science, athletic training, or sports coaching. The new edition features updated online resources, including PowerPoint slides, web links, an example syllabus, and quizzes.
Developmental And Adapted Physical Education (PDF)
by H. Clarke David ClarkeThis comprehensive book on developmental and adapted physical education is intended for physical educators in schools and colleges, although applications to physical reconditioning and corrective therapy in hospitals and rehabilitation centers can readily be made.
Developmental and Educational Psychology for Teachers: An applied approach
by Dennis McInerney David PutwainDevelopmental and Educational Psychology for Teachers brings together a range of evidence drawn from psychology to answer a number of critical educational questions, from basic questions of readiness – for example, when is a child ready for school, through to more complex matters, such as how does a teacher understand and promote good peer relationships in their classroom? The answers to these and other questions discussed draw here on the interplay between a teachers’ craft expertise and their knowledge of evidence and theory from developmental and educational psychology. Presenting a range of classic theories and contemporary research to help readers understand what the key issues are for teachers and other professionals, this book aides informed educational decisions in situations such as: inclusion, ability grouping, sex differences, developing creativity, home and peer influences on learning, and developing effective learners. Teachers in early years, primary and secondary settings are routinely faced with questions regarding the development of children. This not only relates to the planning and delivery of lessons, but also to the mental and physical wellbeing of the children and adolescents that they teach. The pedagogical features of this book are accessible and clearly presented, including focus questions that direct the reader’s attention to key issues, activity posts that point the reader to meaningful and relevant research and show the practical applications of material covered, and extension material that gives depth to many of the topics covered. This book aims to inform the practice of both in-service and trainee teachers, addressing issues that are relevant to their practice. With no other detailed and accessible text presenting this evidence and theory specifically for an audience of practicing and trainee teachers currently on the market, this book will be of essential reading to practicing and trainee teachers for early years, primary and secondary education and other related educational contexts such as educational psychologists, counsellors, paediatric and child doctors and nurses.
Developmental and Educational Psychology for Teachers: An applied approach
by Dennis McInerney David PutwainDevelopmental and Educational Psychology for Teachers brings together a range of evidence drawn from psychology to answer a number of critical educational questions, from basic questions of readiness – for example, when is a child ready for school, through to more complex matters, such as how does a teacher understand and promote good peer relationships in their classroom? The answers to these and other questions discussed draw here on the interplay between a teachers’ craft expertise and their knowledge of evidence and theory from developmental and educational psychology. Presenting a range of classic theories and contemporary research to help readers understand what the key issues are for teachers and other professionals, this book aides informed educational decisions in situations such as: inclusion, ability grouping, sex differences, developing creativity, home and peer influences on learning, and developing effective learners. Teachers in early years, primary and secondary settings are routinely faced with questions regarding the development of children. This not only relates to the planning and delivery of lessons, but also to the mental and physical wellbeing of the children and adolescents that they teach. The pedagogical features of this book are accessible and clearly presented, including focus questions that direct the reader’s attention to key issues, activity posts that point the reader to meaningful and relevant research and show the practical applications of material covered, and extension material that gives depth to many of the topics covered. This book aims to inform the practice of both in-service and trainee teachers, addressing issues that are relevant to their practice. With no other detailed and accessible text presenting this evidence and theory specifically for an audience of practicing and trainee teachers currently on the market, this book will be of essential reading to practicing and trainee teachers for early years, primary and secondary education and other related educational contexts such as educational psychologists, counsellors, paediatric and child doctors and nurses.
A Developmental Approach to Early Numeracy: Helping to Raise Children's Achievements and Deal with Difficulties in Learning
by Carol AubreyUnder-achievement in maths is a growing concern for many teachers. This book shows how a developmental approach to teaching maths can help to both identify difficulties and raise children's achievement. Beginning with the Early Years, age - focused chapters outline some of the strategies that can be used to identify those in need of special teaching. Practical examples show how these strategies can be applied in classroom situations. Beginning with the early years, age-focused chapters look at:the knowledge children develop outside schoolhow teachers can assess and build on that knowledgechildren's misunderstandings in maths, and how to remedy these.This book also outlines some of the strategies that can be used to identify those in need of special teaching. Practical examples show you how these strategies can be applied in classroom situations. Each chapter is closely linked to the requirements of the National Numeracy Strategy, and example lesson plans and activities are included detailing ways of using recommended strategies within the numeracy hour.