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Showing 8,126 through 8,150 of 20,244 results

Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies (Cutting-edge Technologies in Higher Education #6, Part E)

by Charles Wankel Patrick Blessinger

Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies examines new research on how classroom response systems are being used in higher education to increase learner engagement in an epoch of increasing globalization and diversity. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine how classroom response systems are being used to improve collaboration and interactivity between students, to create engaging social learning communities in the classroom, and how these technologies are being used to create more meaningful and authentic learning experiences. This volume will also discuss a framework for adopting and deploying these technologies.

Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation (Cutting-edge Technologies in Higher Education #6, Part C)

by Charles Wankel Patrick Blessinger

"Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation" uses case studies, surveys, and literature reviews to critically examine how gaming, simulation, and virtualization are being used to improve teamwork and leadership skills in students, create engaging communities of practice, and as experiential learning tools to create inter-cultural, multi-perspective, and global experiences. Chapters include how to increase learner engagement using serious games, using game features for classroom engagement, using client-based peer assessment in multi-role, whole-enterprise simulations, using virtual worlds to develop teacher candidate skills, enhancing leadership skills through virtual simulation, using online video simulation for educational leadership, using augmented reality in education, using open source software in education, using educational robotics laboratories to enhance active learning, and utilizing the virtual learning environment to encourage faculty reflection. This volume will also discuss a framework for deploying and assessing these technologies.

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies (Cutting-edge Technologies in Higher Education #6, Part D)

by Charles Wankel Patrick Blessinger Laura A. Wankel

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies examines new research on how mobile technologies are being used in higher education to increase learner engagement in an epoch of increasing globalization and diversity. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine how mobile technologies are being used to improve teamwork and leadership skills in students, to create engaging communities of practice, and how these technologies are being used to create inter-cultural and global experiences. This volume will also discuss frameworks for adopting and deploying these technologies.

Increasing Student Engagement and Retention Using Multimedia Technologies: Video Annotation, Multimedia Applications, Videoconferencing and Transmedia Storytelling (Cutting-edge Technologies in Higher Education #6, Part F)

by Patrick Blessinger Laura A. Wankel

Increasing Student Engagement and Retention Using Multimedia Technologies: Video Annotation, Multimedia Applications, Videoconferencing and Transmedia Storytelling examines new research on how videoconferencing, video annotation, video mapping, and related technologies are being used in higher education to increase learner engagement in an epoch of increasing globalization and diversity. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine how video, mapping, and related technologies are being used to improve writing/publishing skills, academic literacies in students, and create engaging communities of practice through digital storytelling, narratives, and inter-culturalism. This volume will also discuss a framework for deploying and assessing these technologies.

Increasing Student Engagement and Retention Using Online Learning Activities: Wikis, Blogs and Webquests (Cutting-edge Technologies in Higher Education #6, Part A)

by Charles Wankel Patrick Blessinger

"Increasing Student Engagement and Retention using Online Learning Activities: Wikis, Blogs and WebQuests" uses case studies, surveys, and literature reviews to critically examine how these technologies are being used to improve writing and publishing skills, student subject awareness, and literacy create engaging communities of practice, and as experiential learning tools. Chapters include ones on the design for a robust use of wikis, using blogs to enhance student engagement by creating a community of practice around a course, integrating blogs across a range of college level courses, publishing activist biographies on Wikipedia, using blogs to increase off-campus student engagement, using video and wiki technology to engage learners in large international cohorts, using wikis as an experiential learning tool, consuming and constructing knowledge through WebQuests, and rethinking WebQuests in second language teacher education. This volume will also discuss frameworks for deploying and assessing the effectiveness of these technologies.

Increasing Student Engagement and Retention Using Social Technologies: Facebook, E-Portfolios and Other Social Networking Services (Cutting-edge Technologies in Higher Education #6, Part B)

by Charles Wankel Patrick Blessinger Laura A. Wankel

"Increasing Student Engagement and Retention using Social Technologies: Facebook, e-portfolios and other Social Networking Services" uses case studies, surveys, and literature reviews to examine how these social media technologies are being used to improve writing and publishing skills in students, create engaging communities of practice, and how these tools are being used for e-Mentoring and constructing online reputations. Chapters include applying positive psychology and cognitive styles in user design, designing outcome based curricula using student personality types, engaging second language students through electronic writing tasks, applying psychological variables on the academic use of social media, using social media to motivate students to take charge of their own learning processes, and creatively using technology to enhance teacher education. This volume will also discuss a framework for deploying and assessing these technologies in higher education institutions.

Independence, Social, and Study Strategies for Young Adults with Autism Spectrum Disorder: The Basics College Curriculum (PDF)

by Michelle Rigler Emily Quinn Amy Rutherford

The BASICS College Curriculum presents a hands-on approach to learning essential life and study skills for college students with Autism Spectrum Disorder (ASD). This book focuses on the transition to college, developing key academic skills, navigating campus social life, and living away from home for the first time. Ideal as a textbook for ASD college programs and suitable for students to use for self-study, it teaches independence skills, self-advocacy, organization, stress management, and social skills. Each chapter has a lesson-based progressive structure, providing valuable information and advice for the student, useful diagrams, practical exercises and workbook components that can be filled in at home or in class. Self-assessment tools ensure the skills from each chapter can be reviewed and adjusted as necessary.

Indian Culture Competitive Exam

by Kalpana Rajaram

Indian Economy - Competitive exam

by Ramesh Singh

The Indian Metamorphosis: Essays on Its Enlightenment, Education, and Society

by Arup Maharatna

This book examines various ideational, attitudinal and intellectual impasses that are becoming glaringly apparent on several fronts, and which have held back India’s balanced, steady and uniform development and transformation post-independence. It argues that all of these ideational and attitudinal aberrations stem from one basic fact, namely that India, throughout the entire period since the onset of modern industrial secular civilization at the global level, has somehow managed to evade the core ideas and values of the western Enlightenment movement, leaving unfinished the crucial task of modernizing and secularizing the mindsets and outlooks of its people on a mass scale – a task that has historically and globally been the backbone of sustained modern material development with socio-political stability. Further, it suggests that this enormous failure is crucially linked to key shortcomings in Indian mainstream thinking, and the imaginations and visions in general, and as such is also linked with confused educational ideas and content – particularly at the elementary level – since the country gained independence. The book maintains that Indian curricula and educational content at the school level has been consciously designed to guard against the core values and ideas of the Enlightenment, which could have made the typical Indian mind more rational, reasonable, mature and secular, resulting in much lower degrees of unreason, raw sentiments and emotions than have been hitherto entrenched in it. The book further sketches the genesis and impact of the currently dominant neoliberal ideas and thinking that have invaded the entire educational universe and its philosophy around the world. Lastly, it examines and assesses the latter’s far-reaching ramifications for current Indian educational philosophy, pedagogy and practices, and proposes concrete remedial directions for public policy and action.

Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America

by Regina Cortina

This book is a comparative study of educational policies over the past two decades in Latin America. These policies, enacted through constitutional reforms, sought to protect the right of Indigenous peoples to a culturally inclusive education. The book assesses the impact of these policies on educational practice and the on-going challenges that countries still face in delivering an equitable and culturally responsive education to Indigenous children and youth. The chapters, each written by an expert in the field, demonstrate how policy changes are transforming education systems in Bolivia, Ecuador, Mexico, and Peru. Going beyond the classroom, they highlight the significance of these reforms in promoting intercultural dialogue in Latin American societies.

Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America

by Regina Cortina

This book is a comparative study of educational policies over the past two decades in Latin America. These policies, enacted through constitutional reforms, sought to protect the right of Indigenous peoples to a culturally inclusive education. The book assesses the impact of these policies on educational practice and the on-going challenges that countries still face in delivering an equitable and culturally responsive education to Indigenous children and youth. The chapters, each written by an expert in the field, demonstrate how policy changes are transforming education systems in Bolivia, Ecuador, Mexico, and Peru. Going beyond the classroom, they highlight the significance of these reforms in promoting intercultural dialogue in Latin American societies.

Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America

by Regina Cortina

This book is a comparative study of educational policies over the past two decades in Latin America. These policies, enacted through constitutional reforms, sought to protect the right of Indigenous peoples to a culturally inclusive education. The book assesses the impact of these policies on educational practice and the on-going challenges that countries still face in delivering an equitable and culturally responsive education to Indigenous children and youth. The chapters, each written by an expert in the field, demonstrate how policy changes are transforming education systems in Bolivia, Ecuador, Mexico, and Peru. Going beyond the classroom, they highlight the significance of these reforms in promoting intercultural dialogue in Latin American societies.

Indigenous Innovations in Higher Education: Local Knowledge and Critical Research (Advances in Innovation Education)

by Bryan McKinley Brayboy Elizabeth Sumida Huaman

This edited volume is the result of a collaborative project of Indigenous graduate education training and higher education-tribal institution partnerships in the southwestern United States. We feature the work of interdisciplinary scholars writing about local peoples, issues, and knowledges that demonstrate rich linkages between universities and Indigenous communities. Collectively, as Indigenous peoples writing, this work takes the opportunity to explore why and how Indigenous peoples are working to reframe dominant limits of our power and to shift educational efforts from the colonial back to an Indigenous center. These efforts reflect a conscientious practice to maintain Indigenous worldviews through diverse yet unified approaches aimed at serving Indigenous peoples and places. “The luminous Indigenous scholarship contained here comes to us as a rare gift. The voices of Pueblo intellectuals speak to the profoundly innovative Indigenous doctoral cohort model they co-developed with Liz Sumida Huaman and Bryan Brayboy of Arizona State University. They also instruct us in the richness of their contemporary, community-based research, rooted in the ‘creative genius of our ancestors,’ as Karuk scholar Julian Lang evocatively described Indigenous epistemologies.” – K. Tsianina Lomawaima, Professor & Distinguished Scholar of Indigenous Education, School of Social Transformation, Arizona State University “The editors and writers reveal identity and sense of place as indigenous people from their own native perspectives rooted in both their spirit and in their place in the academy. As indigenous people, we strive for the academy to belong to us without the definitions and framework of colonization. This book contributes to our ownership of the academy as a place where we belong with all the knowledge of our ancestors and the promises of the future embedded in what we learn and what we teach.” – Cheryl Crazy Bull, President & CEO, American Indian College Fund “The depth and breadth of knowledge of the editors in Indigenous education and their ability to apply the knowledge to produce practical outcomes and benefits to our Indigenous communities on the ground comes through in this book. It transforms ideas into action and demonstrates the ‘blisters on the authors’ hands’ based experiences that delineate Indigenous Leaders from Indigenous Academics in my view. Indigenous Leaders enact their research into real outcomes for the people on the ground and don’t just write about the issues challenging our peoples.” – Bentham Atirau Ohia, President AMO-Advancement of Maori Opportunity & and AIO-Americans for Indian Opportunity Board member

Indigenous Management Practices in Africa: A Guide for Educators and Practitioners (Advanced Series in Management #20)

by Uchenna Uzo Abel Kinoti Meru

Indigenous Management Practices in Africa: A Guide for Educators and Practitioners is a timely response to the recent call for management philosophies and theories that reflect the peculiarities of the African continent. Western management models in Africa may not have yielded the results required to trigger economic growth and development, yet Africa is fast becoming the investment destination of firms operating outside the continent. This book unravels the indigenous management practices that shape the way that organisations operate in Africa. It also addresses the differences between indigenous African and western management practices, at the same time considering the implications for African business management. Insights from the book offer a framework for developing African management curricula for business schools, both within and outside the continent. Practitioners aiming to expand their operations on the continent may also find valuable insights in this book – ones that may support and develop future management decisions.

Indigenous Management Practices in Africa: A Guide for Educators and Practitioners (Advanced Series in Management #20)

by Uchenna Uzo Abel Kinoti Meru

Indigenous Management Practices in Africa: A Guide for Educators and Practitioners is a timely response to the recent call for management philosophies and theories that reflect the peculiarities of the African continent. Western management models in Africa may not have yielded the results required to trigger economic growth and development, yet Africa is fast becoming the investment destination of firms operating outside the continent. This book unravels the indigenous management practices that shape the way that organisations operate in Africa. It also addresses the differences between indigenous African and western management practices, at the same time considering the implications for African business management. Insights from the book offer a framework for developing African management curricula for business schools, both within and outside the continent. Practitioners aiming to expand their operations on the continent may also find valuable insights in this book – ones that may support and develop future management decisions.

Indigenous Pacific Approaches to Climate Change: Pacific Island Countries

by Jenny Bryant-Tokalau

This book explores how Pacific Island communities are responding to the challenges wrought by climate change—most notably fresh water accessibility, the growing threat of disease, and crop failure. The Pacific Island nations are not alone in facing these challenges, but their responses are unique in that they arise from traditional and community-based understandings of climate and disaster. Knowledge sharing, community education, and widespread participation in decision-making have promoted social resilience to such challenges across the Pacific. In this exploration of the Pacific Island countries, Bryant-Tokalau demonstrates that by understanding the inter-relatedness of local expertise, customary resource management, traditional knowledge and practice, as well as the roles of leaders and institutions, local “knowledge-practice-belief systems” can be used to inform adaptation to disasters wherever they occur.

Indigenous Pathways, Transitions and Participation in Higher Education: From Policy to Practice

by James A. Smith Steve Larkin Jack Frawley

This book is open access under a CC BY 4.0 license.This book brings together contributions by researchers, scholars, policy-makers, practitioners, professionals and citizens who have an interest in or experience of Indigenous pathways and transitions into higher education. University is not for everyone, but a university should be for everyone. To a certain extent, the choice not to participate in higher education should be respected given that there are other avenues and reasons to participate in education and employment that are culturally, socially and/or economically important for society. Those who choose to pursue higher education should do so knowing that there are multiple pathways into higher education and, once there, appropriate support is provided for a successful transition.The book outlines the issues of social inclusion and equity in higher education, and the contributions draw on real-world experiences to reflect the different approaches and strategies currently being adopted. Focusing on research, program design, program evaluation, policy initiatives and experiential narrative accounts, the book critically discusses issues concerning widening participation.

Individual and Social Influences on Professional Learning: Supporting the Acquisition and Maintenance of Expertise (Professional and Practice-based Learning #24)

by Christian Harteis Hans Gruber

This book examines professional learning and relates it to the acquisition of expertise, and the influence of individuals. Professional learning, as discussed in the book, comprises all kinds of occupational domains because employment and paid work usually follow the achievement principle, i.e. workers are expected to perform efficiently. The book suggests that the perspective of expertise research is an appropriate lens to use for gaining insight in how individuals can be prepared and enabled to autonomously master the requirements of daily working life. Expertise is understood as the capacity to reliably perform on an extraordinary level, and the basic assumption is that experts are best prepared to successfully cope with future challenges at workplaces. The book comprehensively discusses issues of expertise research and explores the nature of a successful individual and an impeded individual. It proposes an integrated model of individual and social components of expertise development, the i-PPP model. The model provides insight in and an understanding of how individuals can be enabled to develop and maintain professional expertise in the context of daily work. Across all paradigms, researchers, policy-makers, employers and trade unionists agree that working conditions undergo permanent change through economic, societal, and technological developments. Recently, the digitalisation of (working) life became a hot topic of scientific and societal discourses. Workplaces, thus, provide challenges for individuals who have to be able to cope with workplace changes. Accordingly, new challenges emerge for an adequate understanding of learning for work as well as learning during work.

Individual and Societies for the IB MYP 3

by Paul Grace

A concept-driven and assessment-focused approach to Individual and societies teaching and learning.- Approaches each chapter with statements of inquiry framed by key and related concepts, set in a global context- Supports every aspect of assessment using tasks designed by an experienced MYP educator- Differentiates and extends learning with research projects and interdisciplinary opportunities- Applies global contexts in meaningful ways to offer an MYP Individual and societies programme with an internationally-minded perspective

Individualisierung im Grundschulunterricht: Anspruch, Realisierung und Risiken (Jahrbuch Grundschulforschung #21)

by Katja Koch Friederike Heinzel

Der Tagungsband beleuchtet das Thema Individualisierung aus historischer, empirischer und theoretischer Sicht und stellt so drei zentrale Perspektiven der Grundschulforschung in den Vordergrund. Diskutiert wird dabei, welche Bedeutung die derzeit zu beobachtende Praxis der Individualisierung von Unterricht für Schulkonzepte, Lehrerprofessionalität und Schülerhandeln hat, wie sie sich am Übergang in die Grundschule und unter Bedingungen der Jahrgangsmischung gestaltet.

Individualisierung und Kontrolle: Empirische Studien zum geöffneten Unterricht in der Grundschule (Studien zur Schul- und Bildungsforschung #60)

by Sandra Rademacher Georg Breidenstein

Im Zentrum des Bandes steht die Analyse der Praxis des geöffneten Unterrichts. In intensiver Feldforschung hat das DFG-Projekt „Individualisierung und Kontrolle“ drei kontrastiv gewählte Grundschulen im jahrgangsgemischten Unterricht beobachtet und nach dem Umgang mit Zeit, der Unterrichtsorganisation und den Überprüfungs- und Kontrollpraktiken gefragt. Die Ergebnisse machen deutlich, welche konkreten Handlungsprobleme sich aus der Organisation und der Durchführung individualisierten Unterrichts für Lehrer und Schüler ergeben.

Individuals and Societies for the IB MYP 1: by Concept

by Paul Grace

A concept-driven and assessment-focused approach to Individuals and Societies teaching and learning. - Approaches each chapter with statements of inquiry, framed by key and related concepts, set in a global context. - Supports every aspect of assessment using tasks designed by an experienced MYP educator. - Differentiates and extends learning with research projects and interdisciplinary opportunities. - Applies global contexts in meaningful ways to offer an MYP Individuals and Societies programme with an internationally-minded perspective.

Individuals and Societies for the IB MYP 2

by Paul Grace

A concept-driven and assessment-focused approach to Individual and societies teaching and learning.- Approaches each chapter with statements of inquiry framed by key and related concepts, set in a global context- Supports every aspect of assessment using tasks designed by an experienced MYP educator- Differentiates and extends learning with research projects and interdisciplinary opportunities- Applies global contexts in meaningful ways to offer an MYP Individual and societies programme with an internationally-minded perspective

Individuelle Curricula über den Geometrieunterricht: Eine Analyse von Lehrervorstellungen in den beiden Sekundarstufen (Freiburger Empirische Forschung in der Mathematikdidaktik)

by Boris Girnat

Boris Girnat befasst sich mit berufsrelevanten Überzeugungssystemen von Lehrkräften und nutzt dafür den Begriff des individuellen Curriculums als zentrales Schlüsselkonzept. Er zeigt, dass das professionelle Wissen von Lehrerinnen und Lehrern ein wesentlicher Einflussfaktor für den Schulunterricht und das Lernergebnis aufseiten der Schülerinnen und Schüler ist. Anhand von neun Fallstudien analysiert der Autor die individuellen Curricula von Lehrkräften zum Geometrieunterricht in den beiden Sekundarstufen und ordnet sie in die historische, erkenntnistheoretische und mathematikdidaktische Debatte über den Geometrieunterricht von der Neuen Mathematik bis zu den Bildungsstandards ein.

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