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Education for Democratic Citizenship: Issues of Theory and Practice
by Bernard CrickThis important volume provides a comprehensive study of the concept of democratic citizenship (including its conditions and pre-requisites), which has an established place in higher education courses in politics, social policy, sociology and social philosophy. The contributing political philosophers and educational theorists collectively provide a critical commentary on the assumptions, principles and presuppositions associated with the idea of education for active democratic citizenship. This book presents an invaluable combination of original essays from established authors and previously published seminal articles specially revised for the volume.
Education for Democratic Citizenship: Issues of Theory and Practice
by Bernard CrickThis important volume provides a comprehensive study of the concept of democratic citizenship (including its conditions and pre-requisites), which has an established place in higher education courses in politics, social policy, sociology and social philosophy. The contributing political philosophers and educational theorists collectively provide a critical commentary on the assumptions, principles and presuppositions associated with the idea of education for active democratic citizenship. This book presents an invaluable combination of original essays from established authors and previously published seminal articles specially revised for the volume.
Learning Power in Practice: A Guide for Teachers
by Ruth Deakin Crick'This book provides a variety of ideas for use in the classroom, based on practical applications of the conceptual understanding of learning power... ...[It] tells the reader about the "Effective Lifelong Learning Inventory" research programme (ELLI) and uses practical examples of how it can work in actual classes to explain its effectiveness. Its value for practitioners working with children with SEN appears to be in the way it challenges them to look at themselves as learners - also how they can support the children they work with to become more effective learners' - Special Needs Coordinator's File 'This is not a gimmicky approach... The approach here fosters deeper understanding for both the teacher and learner of exactly what the process involves... It contains much to interest schoolteachers, senior managers and those involved with learners of any age' - ESCalate Contains Learning Power flash cards! What kind of learner are you? How can you become a better learner? This book puts the findings of the well known Effective Lifelong Learning Inventory (ELLI) research programme into the practical context of the classroom, helping you to find answers to these questions. The book offers many suggestions for practical ways to improve the learning power of all the children in your class. It looks at: " learning power - what it is and how it can be achieved " creating the right classroom environment for powerful learning " how learning power works in the primary and secondary school classroom " how animal metaphors can be used with children to explain concepts. This is an exciting read for anyone interested in how children learn, and how we can help them to learn more effectively. It fits in very well with the debate around such concepts as accelerated learning, thinking skills and learning styles.
Learning to Learn: International perspectives from theory and practice
by Ruth Deakin Crick Cristina Stringher Kai RenLearning to Learn provides a much needed overview and international guide to the field of learning to learn from a multidisciplinary lifelong and lifewide perspective. A wealth of research has been flourishing on this key educational goal in recent years. Internationally, it is considered to be one of the key competencies needed to compete in the global economy, but also a crucial factor for individual and social well-being. This book draws on leading international contributors to provide a cutting-edge overview of current thinking on learning to learn research, policy, and implementation in both formal and informal learning environments. But what learning to learn is exactly, and what its constituting elements are, are much debated issues. These seem to be the crucial questions if assessment and development of this 'malleable side of intelligence' are to be accomplished. The approach of this volume is to consider a broad conception of learning to learn, not confined to only study strategies or metacognition, yet acknowledging the importance of such elements. The book sets out to answer five main questions: What is learning to learn? What are its functions and how do we assess it? What does it promise to the individual and society at large? How is it conceived in national curricula internationally? How can it be developed in a variety of contexts? The text is organized into two parts: the first addresses the core question of the nature of learning to learn from a theoretical and policy viewpoint, and the second presents recent research carried out in several educational systems, with special attention to assessment and curriculum. It gives an account of pedagogical practices of learning to learn and its role in individual empowerment from childhood to adulthood. Contributors also highlight the potential use of learning to learn as an organizing concept for lifelong learning, school improvement, and teacher training along with potential conflicts with existing incentive practices and policies. This book is a vital starting point and guide for any advanced student or researcher looking to understand this important area of research.
Learning to Learn: International perspectives from theory and practice
by Ruth Deakin Crick Cristina Stringher Kai RenLearning to Learn provides a much needed overview and international guide to the field of learning to learn from a multidisciplinary lifelong and lifewide perspective. A wealth of research has been flourishing on this key educational goal in recent years. Internationally, it is considered to be one of the key competencies needed to compete in the global economy, but also a crucial factor for individual and social well-being. This book draws on leading international contributors to provide a cutting-edge overview of current thinking on learning to learn research, policy, and implementation in both formal and informal learning environments. But what learning to learn is exactly, and what its constituting elements are, are much debated issues. These seem to be the crucial questions if assessment and development of this 'malleable side of intelligence' are to be accomplished. The approach of this volume is to consider a broad conception of learning to learn, not confined to only study strategies or metacognition, yet acknowledging the importance of such elements. The book sets out to answer five main questions: What is learning to learn? What are its functions and how do we assess it? What does it promise to the individual and society at large? How is it conceived in national curricula internationally? How can it be developed in a variety of contexts? The text is organized into two parts: the first addresses the core question of the nature of learning to learn from a theoretical and policy viewpoint, and the second presents recent research carried out in several educational systems, with special attention to assessment and curriculum. It gives an account of pedagogical practices of learning to learn and its role in individual empowerment from childhood to adulthood. Contributors also highlight the potential use of learning to learn as an organizing concept for lifelong learning, school improvement, and teacher training along with potential conflicts with existing incentive practices and policies. This book is a vital starting point and guide for any advanced student or researcher looking to understand this important area of research.
Essays on Citizenship
by Sir Bernard CrickCitizenship, both the subject and the practice, should be a bridge between the vocational aims of education and education for its own sake. Not all of life is productive: there is leisure, there is culture, both of which active citizens can defend, indeed enhance. This book may, I hope, help teachers and all involved in education (governors, parents and even inspectors) gain or reinforce a sense of civic pride and mission.
Brainlesion: 7th International Workshop, BrainLes 2021, Held in Conjunction with MICCAI 2021, Virtual Event, September 27, 2021, Revised Selected Papers, Part II (Lecture Notes in Computer Science #12963)
by Alessandro Crimi Spyridon BakasThis two-volume set LNCS 12962 and 12963 constitutes the thoroughly refereed proceedings of the 7th International MICCAI Brainlesion Workshop, BrainLes 2021, as well as the RSNA-ASNR-MICCAI Brain Tumor Segmentation (BraTS) Challenge, the Federated Tumor Segmentation (FeTS) Challenge, the Cross-Modality Domain Adaptation (CrossMoDA) Challenge, and the challenge on Quantification of Uncertainties in Biomedical Image Quantification (QUBIQ). These were held jointly at the 23rd Medical Image Computing for Computer Assisted Intervention Conference, MICCAI 2020, in September 2021. The 91 revised papers presented in these volumes were selected form 151 submissions. Due to COVID-19 pandemic the conference was held virtually.
Brainlesion: 5th International Workshop, BrainLes 2019, Held in Conjunction with MICCAI 2019, Shenzhen, China, October 17, 2019, Revised Selected Papers, Part I (Lecture Notes in Computer Science #11992)
by Alessandro Crimi Spyridon BakasThe two-volume set LNCS 11992 and 11993 constitutes the thoroughly refereed proceedings of the 5th International MICCAI Brainlesion Workshop, BrainLes 2019, the International Multimodal Brain Tumor Segmentation (BraTS) challenge, the Computational Precision Medicine: Radiology-Pathology Challenge on Brain Tumor Classification (CPM-RadPath) challenge, as well as the tutorial session on Tools Allowing Clinical Translation of Image Computing Algorithms (TACTICAL). These were held jointly at the Medical Image Computing for Computer Assisted Intervention Conference, MICCAI, in Shenzhen, China, in October 2019. The revised selected papers presented in these volumes were organized in the following topical sections: brain lesion image analysis (12 selected papers from 32 submissions); brain tumor image segmentation (57 selected papers from 102 submissions); combined MRI and pathology brain tumor classification (4 selected papers from 5 submissions); tools allowing clinical translation of image computing algorithms (2 selected papers from 3 submissions.)
Strategies for Resisting Sexism in the Academy: Higher Education, Gender and Intersectionality (Palgrave Studies in Gender and Education)
by Gail CrimminsThis book harnesses the expertise of women academics who have constructed innovative approaches to challenging existing sexual disadvantage in the academy. Countering the prevailing postfeminist discourse, the contributors to this volume argue that sexism needs to be named in order to be challenged and resisted. Exploring a complex, intersectional and diverse arrangement of resistance strategies, the contributors outline useful tools to resist, subvert and identify sexist policy and practice that can be deployed by organisations and collectives as well as individuals. The volume analyses pedagogical, curriculum and research approaches as well as case studies which expose, satirise and subvert sexism in the academy: instead, embodied and slow scholarship as political tools of resistance are introduced. A call for action against the propagation of sexism and gender disadvantage in the academy, this important book will appeal to students and scholars of sexism in higher education as well as all those committed to working towards gender e/quality.
Strategies for Supporting Inclusion and Diversity in the Academy: Higher Education, Aspiration and Inequality
by Gail CrimminsThis book explores tried and tested strategies that support student and faculty engagement and inclusion in the academy. These strategies are anchored by a brief exploration of the history and effect/s of exclusion and deprivilege in higher education. However, while many publications exploring academic inequality focus on the causes and impacts of structural, psychological and cultural exclusion based on racism, sexism, classism and ableism, they rarely engage in interventions to expose and combat such de/privilege. Capturing examples of inclusive practices that are as diverse as student and faculty populations, these strategies can be easily translated and employed by organisations, collectives and individuals to recognise and combat social and academic exclusion within higher education environments.
Strategies for Supporting Inclusion and Diversity in the Academy: Higher Education, Aspiration and Inequality
by Gail CrimminsThis book explores tried and tested strategies that support student and faculty engagement and inclusion in the academy. These strategies are anchored by a brief exploration of the history and effect/s of exclusion and deprivilege in higher education. However, while many publications exploring academic inequality focus on the causes and impacts of structural, psychological and cultural exclusion based on racism, sexism, classism and ableism, they rarely engage in interventions to expose and combat such de/privilege. Capturing examples of inclusive practices that are as diverse as student and faculty populations, these strategies can be easily translated and employed by organisations, collectives and individuals to recognise and combat social and academic exclusion within higher education environments.
Theatricalising Narrative Research on Women Casual Academics
by Gail CrimminsThis book presents the research journey involved in sensitively unearthing and re-presenting the lived experience of women casual academics. The author weaves the as yet unvoiced stories of women casual academics with a reflective account of a narrative inquiry process. In doing so, she both critiques and offers an alternative to masculine and traditional academic discourse, and demonstrates the power of imagistic and theatrical communication. The book situates the felt human and post-human experience/s of narrative research alongside the philosophical and theoretical research practices encountered in an arts-informed narrative research project. Thus, the author establishes valuable frameworks for planning, undertaking and evaluating arts-informed narrative research; a growing and vibrant area of education research. This innovative work will be of interest to feminist researchers, teachers and supervisors, as well as students and scholars of women casual academics.
Theatricalising Narrative Research on Women Casual Academics
by Gail CrimminsThis book presents the research journey involved in sensitively unearthing and re-presenting the lived experience of women casual academics. The author weaves the as yet unvoiced stories of women casual academics with a reflective account of a narrative inquiry process. In doing so, she both critiques and offers an alternative to masculine and traditional academic discourse, and demonstrates the power of imagistic and theatrical communication. The book situates the felt human and post-human experience/s of narrative research alongside the philosophical and theoretical research practices encountered in an arts-informed narrative research project. Thus, the author establishes valuable frameworks for planning, undertaking and evaluating arts-informed narrative research; a growing and vibrant area of education research. This innovative work will be of interest to feminist researchers, teachers and supervisors, as well as students and scholars of women casual academics.
Sustaining Childhood Natures: The Art of Becoming with Water (Children: Global Posthumanist Perspectives and Materialist Theories)
by Sarah CrinallThis book examines sustainability learning with children, art and water in the new material, posthuman turn. A query into how we might sustain (our) childhood natures, the spaces between bodies and places are examined ontologically in daily conversations. Regarding philosophy, art, water and her children, the author asks, how can I sustain waterways if I am not sustaining myself?Theoretically disruptive and playful, the book introduces a new philosophy that combines existing philosophies of the new material and posthuman kind. The ecological sciences, and the arts, are drawn together / apart to help recognize sustainability in its emergent, relational form. All the while this book, as art, engages and flows over the reader – as such, reading it becomes a transformative, meditative experience. Daily rhythms of ‘being-with’ art, water and children take the reader beyond orientations of environmental education that focus on notions of lack and reduction. New possibilities for sustaining childhood natures – for what is becoming, and unbecoming – emerge here in the making processes of an academic, everyday life in early motherhood.
Die Power der persönlichen Präsenz: 10 Basics aus Schauspiel und Psychologie für selbstbewusstes Auftreten
by Benedikt CrisandDieses Buch verrät Ihnen, mit welchen einfachen, aber wirksamen Techniken Sie in jeder Situation selbstsichere Präsenz erreichen und Wirkung erzielen. Benedikt Crisand verbindet schauspielerische und psychologische Elemente zu Verhaltenstechniken, die sich im Berufsalltag einsetzen lassen, um durch physische Präsenz Aufmerksamkeit zu gewinnen. So treten Sie in jeder Situation selbstbewusst, authentisch und glaubwürdig auf und agieren entsprechend.Sie erfahren in zehn konkreten Schritten, wie Sie Mimik, Gestik, Stimme und Körpersprache einsetzen, um in beruflichen Situationen souverän und überzeugend zu wirken.Mit Videos: Laden Sie die SN More Media App kostenfrei herunter, scannen Sie einen Link mit dem Play-Button und spielen Sie sofort das Video auf Smartphone oder Tablet aus.Der Inhalt• Denkfehler und Irrtümer aufdecken• Zielwirkung festlegen• Wahrnehmung schärfen• Gedanken konkretisieren• Gestik lesen und selbstbewusst einsetzen• Mimik interpretieren• Hoch- und Tiefstatus einsetzen• Stimme und Sprache benutzen• Charaktere in beruflichen Situationen einordnen• Körpersprache erleben
Diversity and Decolonization in German Studies
by Regine Criser Ervin MalakajThis book presents an approach to transform German Studies by augmenting its core values with a social justice mission rooted in Cultural Studies. German Studies is approaching a pivotal moment. On the one hand, the discipline is shrinking as programs face budget cuts. This enrollment decline is immediately tied to the effects following a debilitating scrutiny the discipline has received as a result of its perceived worth in light of local, regional, and national pressures to articulate the value of the humanities in the language of student professionalization. On the other hand, German Studies struggles to articulate how the study of cultural, social, and political developments in the German-speaking world can serve increasingly heterogeneous student learners. This book addresses this tension through questions of access to German Studies as they relate to student outreach and program advocacy alongside pedagogical models.
Mentoring Undergraduate Students: ASHE Higher Education Report, Volume 43, Number 1 (J-B ASHE Higher Education Report Series (AEHE))
by Gloria Crisp Vicki L. Baker Kimberly A. Griffin Laura Gail Lunsford Meghan J. PiferTake a critical look at the theory and recent empirical research specific to mentoring undergraduate students. This monograph: Explains how mentoring has been defined and conceptualized by scholars to date, Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships, Synthesizes recent empirical findings, Describes prevalent types of formalized programs under which mentoring relationships are situated, and Reviews existing and emerging theoretical frameworks. This monograph also identifies empirical and theoretical questions and presents research to better understand the role of mentoring in promoting social justice and equity. Presenting recommendations for developing, implementing and evaluating formal mentoring programs, it concludes with an integrated conceptual framework to explain best-practice conditions and characteristics for these programs. This is the first issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Mentoring Undergraduate Students: ASHE Higher Education Report, Volume 43, Number 1 (J-B ASHE Higher Education Report Series (AEHE))
by Gloria Crisp Vicki L. Baker Kimberly A. Griffin Laura Gail Lunsford Meghan J. PiferTake a critical look at the theory and recent empirical research specific to mentoring undergraduate students. This monograph: Explains how mentoring has been defined and conceptualized by scholars to date, Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships, Synthesizes recent empirical findings, Describes prevalent types of formalized programs under which mentoring relationships are situated, and Reviews existing and emerging theoretical frameworks. This monograph also identifies empirical and theoretical questions and presents research to better understand the role of mentoring in promoting social justice and equity. Presenting recommendations for developing, implementing and evaluating formal mentoring programs, it concludes with an integrated conceptual framework to explain best-practice conditions and characteristics for these programs. This is the first issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Promising and High-Impact Practices: New Directions for Community Colleges, Number 175 (J-B CC Single Issue Community Colleges)
by Gloria Crisp Deryl K. HatchWith calls for community colleges to play a greater role in increasing college completion, promising or high-impact practices (HIPs) are receiving attention as means to foster persistence, degree completion, and other desired academic outcomes. These include learning communities, orientation, first-year seminars, and supplemental instruction, among many others. This volume explores the latest research on: how student success program research is conceptualized and operationalized, evidence for ways in which interventions foster positive student outcomes, critical inquiry of how students themselves experience them, and challenges and guidance regarding program design, implementation and evaluation. This is the 175th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Promising and High-Impact Practices: New Directions for Community Colleges, Number 175 (J-B CC Single Issue Community Colleges)
by Gloria Crisp Deryl K. HatchWith calls for community colleges to play a greater role in increasing college completion, promising or high-impact practices (HIPs) are receiving attention as means to foster persistence, degree completion, and other desired academic outcomes. These include learning communities, orientation, first-year seminars, and supplemental instruction, among many others. This volume explores the latest research on: how student success program research is conceptualized and operationalized, evidence for ways in which interventions foster positive student outcomes, critical inquiry of how students themselves experience them, and challenges and guidance regarding program design, implementation and evaluation. This is the 175th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Unlocking Opportunity through Broadly Accessible Institutions
by Gloria Crisp Kevin R. McClure Cecilia M. OrphanThis groundbreaking resource highlights the unique mission and purpose of bachelor’s degree granting accessible institutions (BAIs), exploring the challenges and opportunities present within these institutions, and offering a counterpoint to the current dialogue that frames these institutions with a deficit-perspective. Featuring a broad range of esteemed and influential voices in the field of higher education, policy research, and administration, this unique collection argues that BAIs are an important but overlooked category of institutions in American post-secondary education, and demonstrates the critical role that BAIs play in the higher education landscape, distinct from traditional community colleges and elite universities. Chapters cover key issues such as educational policy, leadership opportunities, faculty, the role of geography, racial equity, and developmental education. Ultimately, this edited volume challenges damaging assumptions about the organizational nature, purpose, and role of BAIs in shaping educational opportunity for diverse student populations, and therefore contributes valuable scholarship to the ongoing dialogue and debate around achieving equity in higher education access in the United States.
Unlocking Opportunity through Broadly Accessible Institutions
by Gloria Crisp Kevin R. McClure Cecilia M. OrphanThis groundbreaking resource highlights the unique mission and purpose of bachelor’s degree granting accessible institutions (BAIs), exploring the challenges and opportunities present within these institutions, and offering a counterpoint to the current dialogue that frames these institutions with a deficit-perspective. Featuring a broad range of esteemed and influential voices in the field of higher education, policy research, and administration, this unique collection argues that BAIs are an important but overlooked category of institutions in American post-secondary education, and demonstrates the critical role that BAIs play in the higher education landscape, distinct from traditional community colleges and elite universities. Chapters cover key issues such as educational policy, leadership opportunities, faculty, the role of geography, racial equity, and developmental education. Ultimately, this edited volume challenges damaging assumptions about the organizational nature, purpose, and role of BAIs in shaping educational opportunity for diverse student populations, and therefore contributes valuable scholarship to the ongoing dialogue and debate around achieving equity in higher education access in the United States.
The Story of an African Working Class: Ghanaian Miners' Struggles 1870-1980 (African History Archive)
by Jeff CrispThis seminal work tells the story of Ghana's gold miners, one of the oldest and most militant groups of workers in Africa. It is a story of struggle against exploitative mining companies, repressive governments and authoritarian trade union leaders.Drawing on a wide range of original sources, including previously secret government and company records, Jeff Crisp explores the changing nature of life and work in the gold mines, from the colonial era into the 1980s, and examines the distinctive forms of political consciousness and organization which the miners developed. The study also provides a detailed account of the changing techniques of labour control employed by mining capital and the state, and shows how they failed to curb the workers' solidarity and tradition of militant resistance.Combining lively historical narrative with original analysis, this book remains a unique contribution to the history of Africa and its working class.
The Story of an African Working Class: Ghanaian Miners' Struggles 1870-1980 (African History Archive)
by Jeff CrispThis seminal work tells the story of Ghana's gold miners, one of the oldest and most militant groups of workers in Africa. It is a story of struggle against exploitative mining companies, repressive governments and authoritarian trade union leaders.Drawing on a wide range of original sources, including previously secret government and company records, Jeff Crisp explores the changing nature of life and work in the gold mines, from the colonial era into the 1980s, and examines the distinctive forms of political consciousness and organization which the miners developed. The study also provides a detailed account of the changing techniques of labour control employed by mining capital and the state, and shows how they failed to curb the workers' solidarity and tradition of militant resistance.Combining lively historical narrative with original analysis, this book remains a unique contribution to the history of Africa and its working class.
Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions: First International Workshop on Social, Semantic, Adaptive and Gamification Techniques and Technologies for Distance Learning, HEFA 2017, Maceió, Brazil, March 20–24, 2017, Revised Selected Papers (Communications in Computer and Information Science #832)
by Alexandra I. Cristea Ig Ibert Bittencourt Fernanda LimaThis book constitutes the thoroughly refereed proceedings of the Researcher Links Workshop: Higher Education for All, held in Maceió, Brazil, in March 2017. The 12 full papers presented were carefully reviewed and selected from 31 submissions. The papers deal with a large spectrum of topics, including higher education, technology-enhanced solutions, user modelling, user grouping, gamification, educational games, MOOCs, e-learning, open educational resources, collaborative learning, student modelling, serious games, language analysis.