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TÃtulo : Curriculum, Schooling and Applied Research : Challenges and Tensions for Researchers Tipo de documento: documento electrónico Autores: Donovan, Jennifer, ; Trimmer, Karen, ; Flegg, Nicholas, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2020 Número de páginas: XXIX, 275 p. 9 ilustraciones ISBN/ISSN/DL: 978-3-030-48822-2 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Escuelas Educación y estado Estudios curriculares Escuela y escolarización PolÃtica y polÃtica educativa Clasificación: 375 Educación (Currículos) Resumen: Este libro explora cómo los profesores pueden navegar el complejo proceso de gestionar el cambio dentro del aula. Los capÃtulos destacan los nuevos desafÃos que han surgido con el surgimiento y la introducción de la tecnologÃa educativa a medida que los docentes se ven obligados a responder a las necesidades y demandas de múltiples partes interesadas. Atravesando una variedad de fronteras conceptuales, disciplinarias y metodológicas, los editores y colaboradores investigan las tensiones que inciden en el cambio basado en la investigación y cómo integrar cambios dirigidos en su sistema educativo y en el aula. Posteriormente, este volumen sostiene que plantear estas preguntas conduce a una mayor comprensión de los posibles efectos a largo plazo del cambio educativo y de cómo los profesores pueden saber si sus soluciones son efectivas. Jenny Donovan es profesora de Educación CientÃfica y de Redacción de Reseñas de Literatura Doctoral en la Facultad de Educación de la Universidad del Sur de Queensland, Australia. Su investigación se centra en la motivación y capacidad que tienen los niños de primaria para explorar y aprender sobre las "grandes ideas" de la ciencia, como la teorÃa atómico-molecular, los genes y el ADN. Karen A. Trimmer es profesora de Liderazgo Educativo en la Universidad del Sur de Queensland, Australia. Sus intereses de investigación incluyen la toma de decisiones por parte de los directores de escuelas, las polÃticas y la gobernanza, los impactos de las polÃticas en la justicia social, la participación indÃgena en la educación superior y las presiones polÃticas sobre la investigación rigurosa y ética. Nick Flegg fue profesor de Educación Matemática en la Universidad del Sur de Queensland, Australia. Sus intereses de investigación incluyen explorar el concepto de ansiedad matemática en escolares. . Nota de contenido: Foreword: Reflections about conducting research in teachers' science classrooms; Professor David Treagust -- Chapter 1. Educational innovation: Challenges of conducting and applying research in schools; Professor Karen Trimmer, Dr Jennifer Donovan and Dr Nicholas Flegg -- Chapter 2. The long march towards school improvement in France: paradoxes, tensions and adjustments between bottom-up innovations and top-down policies; Professor Romuald Normand -- Chapter 3. The unintended impact of regulatory compliance: The case of pre-service teacher preparation to teach integrated math-science education under No Child Left Behind; A/Professor Fernando F. Padró, Marlene M. Hurley & Karen Trimmer -- Chapter 4. An Educated Nation: Governmental Policy and Early Childhood Education in America; Dr Jannah Nerren -- Chapter 5. Innovation and research in the Danish public school; Emeritus Professor Palle Rasmussen & Dr Karen E. Andreasen -- Chapter 6. Teacher Perceptions of Daily Physical Activity and Perceived Contextual Barriers to the Implementation of Daily Physical Activity; Natasha Williams, Dr Harsha N. Perera -- Chapter 7. Children versus curriculum: Who wins?; Dr Carole Haeusler, Dr Jennifer Donovan & Professor Grady Venville -- Chapter 8. HPE– navigating the chasm of policy, practices and management to enact the intended curriculum and meet the needs of 21st century learners; Susan Wilson-Gahan -- Chapter 9. A critique of positivist research and an argument for critical theory research as a meeting point for teacher researchers and academic researchers interested in authentic school improvement; A/Professor Michael Christie and Clayton Barry -- Chapter 10. Developing Dialogue between a School Subject Department Head and a University Education Researcher: Convergences and Divergences in Experiencing Educational Change and Complexity; Don Harris & Professor Patrick A. Danaher -- Chapter 11. The "Wicked Problem" of implementing Evidence based Practice in Specialand Inclusive Education: A Sociocultural Analysis; A/Professor Roselyn M. Dixon and A/Professor Irina Verenikina -- Chapter 12. Afterword: Innovating and researching in schools; Associate Professor Judith MacCallum. Tipo de medio : Computadora Summary : This book explores how teachers can navigate the complex process of managing change within the classroom. The chapters highlight the new challenges that have arisen with the emergence and introduction of educational technology as teachers find themselves having to be responsive to the needs and demands of multiple stakeholders. Traversing a range of conceptual, disciplinary and methodological boundaries, the editors and contributors investigate the tensions that impinge on research-based change and how to integrate directed changes into their education system and classroom. Subsequently, this volume argues that posing these questions leads to increased understanding of the possible long term effects of educational change, and how teachers can know whether their solutions are effective. Jenny Donovan is Lecturer in Science Education and in Writing Doctoral Literature Reviews in the School of Education at the University of Southern Queensland, Australia. Her research focuses on the motivation and capacity primary children have to explore and learn about the 'big ideas' of science such as atomic-molecular theory, and genes and DNA. Karen A. Trimmer is Professor of Educational Leadership at the University of Southern Queensland, Australia. Her research interests include decision-making by school principals, policy and governance, social justice impacts of policy, Indigenous participation in higher education and political pressures on rigorous and ethical research. Nick Flegg was Lecturer in Mathematics Education at the University of Southern Queensland, Australia. His research interests include exploring the concept of Mathematics Anxiety in school children. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Curriculum, Schooling and Applied Research : Challenges and Tensions for Researchers [documento electrónico] / Donovan, Jennifer, ; Trimmer, Karen, ; Flegg, Nicholas, . - 1 ed. . - [s.l.] : Springer, 2020 . - XXIX, 275 p. 9 ilustraciones.
ISBN : 978-3-030-48822-2
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Escuelas Educación y estado Estudios curriculares Escuela y escolarización PolÃtica y polÃtica educativa Clasificación: 375 Educación (Currículos) Resumen: Este libro explora cómo los profesores pueden navegar el complejo proceso de gestionar el cambio dentro del aula. Los capÃtulos destacan los nuevos desafÃos que han surgido con el surgimiento y la introducción de la tecnologÃa educativa a medida que los docentes se ven obligados a responder a las necesidades y demandas de múltiples partes interesadas. Atravesando una variedad de fronteras conceptuales, disciplinarias y metodológicas, los editores y colaboradores investigan las tensiones que inciden en el cambio basado en la investigación y cómo integrar cambios dirigidos en su sistema educativo y en el aula. Posteriormente, este volumen sostiene que plantear estas preguntas conduce a una mayor comprensión de los posibles efectos a largo plazo del cambio educativo y de cómo los profesores pueden saber si sus soluciones son efectivas. Jenny Donovan es profesora de Educación CientÃfica y de Redacción de Reseñas de Literatura Doctoral en la Facultad de Educación de la Universidad del Sur de Queensland, Australia. Su investigación se centra en la motivación y capacidad que tienen los niños de primaria para explorar y aprender sobre las "grandes ideas" de la ciencia, como la teorÃa atómico-molecular, los genes y el ADN. Karen A. Trimmer es profesora de Liderazgo Educativo en la Universidad del Sur de Queensland, Australia. Sus intereses de investigación incluyen la toma de decisiones por parte de los directores de escuelas, las polÃticas y la gobernanza, los impactos de las polÃticas en la justicia social, la participación indÃgena en la educación superior y las presiones polÃticas sobre la investigación rigurosa y ética. Nick Flegg fue profesor de Educación Matemática en la Universidad del Sur de Queensland, Australia. Sus intereses de investigación incluyen explorar el concepto de ansiedad matemática en escolares. . Nota de contenido: Foreword: Reflections about conducting research in teachers' science classrooms; Professor David Treagust -- Chapter 1. Educational innovation: Challenges of conducting and applying research in schools; Professor Karen Trimmer, Dr Jennifer Donovan and Dr Nicholas Flegg -- Chapter 2. The long march towards school improvement in France: paradoxes, tensions and adjustments between bottom-up innovations and top-down policies; Professor Romuald Normand -- Chapter 3. The unintended impact of regulatory compliance: The case of pre-service teacher preparation to teach integrated math-science education under No Child Left Behind; A/Professor Fernando F. Padró, Marlene M. Hurley & Karen Trimmer -- Chapter 4. An Educated Nation: Governmental Policy and Early Childhood Education in America; Dr Jannah Nerren -- Chapter 5. Innovation and research in the Danish public school; Emeritus Professor Palle Rasmussen & Dr Karen E. Andreasen -- Chapter 6. Teacher Perceptions of Daily Physical Activity and Perceived Contextual Barriers to the Implementation of Daily Physical Activity; Natasha Williams, Dr Harsha N. Perera -- Chapter 7. Children versus curriculum: Who wins?; Dr Carole Haeusler, Dr Jennifer Donovan & Professor Grady Venville -- Chapter 8. HPE– navigating the chasm of policy, practices and management to enact the intended curriculum and meet the needs of 21st century learners; Susan Wilson-Gahan -- Chapter 9. A critique of positivist research and an argument for critical theory research as a meeting point for teacher researchers and academic researchers interested in authentic school improvement; A/Professor Michael Christie and Clayton Barry -- Chapter 10. Developing Dialogue between a School Subject Department Head and a University Education Researcher: Convergences and Divergences in Experiencing Educational Change and Complexity; Don Harris & Professor Patrick A. Danaher -- Chapter 11. The "Wicked Problem" of implementing Evidence based Practice in Specialand Inclusive Education: A Sociocultural Analysis; A/Professor Roselyn M. Dixon and A/Professor Irina Verenikina -- Chapter 12. Afterword: Innovating and researching in schools; Associate Professor Judith MacCallum. Tipo de medio : Computadora Summary : This book explores how teachers can navigate the complex process of managing change within the classroom. The chapters highlight the new challenges that have arisen with the emergence and introduction of educational technology as teachers find themselves having to be responsive to the needs and demands of multiple stakeholders. Traversing a range of conceptual, disciplinary and methodological boundaries, the editors and contributors investigate the tensions that impinge on research-based change and how to integrate directed changes into their education system and classroom. Subsequently, this volume argues that posing these questions leads to increased understanding of the possible long term effects of educational change, and how teachers can know whether their solutions are effective. Jenny Donovan is Lecturer in Science Education and in Writing Doctoral Literature Reviews in the School of Education at the University of Southern Queensland, Australia. Her research focuses on the motivation and capacity primary children have to explore and learn about the 'big ideas' of science such as atomic-molecular theory, and genes and DNA. Karen A. Trimmer is Professor of Educational Leadership at the University of Southern Queensland, Australia. Her research interests include decision-making by school principals, policy and governance, social justice impacts of policy, Indigenous participation in higher education and political pressures on rigorous and ethical research. Nick Flegg was Lecturer in Mathematics Education at the University of Southern Queensland, Australia. His research interests include exploring the concept of Mathematics Anxiety in school children. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Ensuring Quality in Professional Education Volume I / Trimmer, Karen ; Newman, Tara ; Padró, Fernando F.
TÃtulo : Ensuring Quality in Professional Education Volume I : Human Client Fields Pedagogy and Knowledge Structures Tipo de documento: documento electrónico Autores: Trimmer, Karen, ; Newman, Tara, ; Padró, Fernando F., Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2019 Número de páginas: XVII, 306 p. 37 ilustraciones ISBN/ISSN/DL: 978-3-030-01096-6 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación profesional Educación vocacional Educación Superior Docente Educación profesional y vocacional Educación más alta Enseñanza y formación docente Clasificación: 370.113 Resumen: Este libro analiza ejemplos de enseñanza de calidad en la educación profesional en los campos del cliente humano. En el primero de dos volúmenes, los editores y colaboradores utilizan estudios de casos para ilustrar los elementos considerados buenas prácticas dentro de la educación profesional. Hay muchas rutas diferentes para preparar profesionales bien calificados a través de la educación superior: tan diversas como las profesiones mismas, estas rutas están determinadas en gran medida por las decisiones que toman los académicos con respecto al contenido, la alineación curricular, la integración de la investigación con la práctica y las técnicas pedagógicas. Incluyendo estudios de casos de carreras de parterÃa, medicina, enfermerÃa y psicologÃa, los autores y editores desentrañan cómo es la buena enseñanza en la práctica profesional en los campos de los clientes humanos y cómo se puede lograr. Esta colección rigurosa y completa será de interés y valor para estudiantes y académicos de pedagogÃa profesional, asà como para profesionales. Nota de contenido: Chapter 1. The need for case studies to illustrate quality practice: Teaching in higher education to ensure quality of entry level professionals; Tara Newman, Karen Trimmer and Fernando Padró -- Chapter 2. Evaluating mixed modes of delivery for Professional Education; Chris Gorse, Richard Cozzens and Lloyld Scott -- Chapter 3. Simulating: Bridging the gap between practice and theory in higher professional education; Yngve Nordkvelle, Odd Rune Stalehim, Trine Fossland, Thomas de Lange, Anne Line Wittek, Monika Bærøe Nerland -- Chapter 4. Starting early: Using ePortfolios to prepare first year midwifery students for professional practice; Terri Downer and Christine Slade -- Chapter 5. Starting with the end in mind: Future focussed curriculum in health promotion; Jane Taylor, Theresa Ashford, Karen Shelley and Kylie Readman -- Chapter 6. Towards a Culturally Inclusive Model of Care: Quality practice and care through the lens of a practising nurse; Natalie Goldman and Karen Trimmer -- Chapter 7.Viable knowledge: Practice Led Learning; Lyn Karstadt -- Chapter 8. Designing for collaboration: A simulation-based interprofessional team training session for medical and nursing students in Norway; Ingunn Aase and Karina Aase -- Chapter 9. Developing curriculum: Nursing students' involvement in skills training design; Cecilie Haraldseid, Inguun Aase, Karina Aase -- Chapter 10. Developing lifelong learning skills: Using a Traffic Light Report to promote competency standards and self-assessment among pharmacy; Rosie Nash, Leanne Chalmers, Ieva Stupans, Natalie Brown -- Chapter 11. The Work-Integrated Learning Program: Developing Employability Skills in Psychology Undergraduates; Jessica Marrington, Annissa O'Shea and Lorelle Burton -- Chapter 12. Post-graduate supervision of indigenous students in the health-related fields; Don Gorman and Fernando Padró. Tipo de medio : Computadora Summary : This book analyses examples of quality teaching in professional education in the human client fields. The first of two volumes, the editors and contributors use case studies to illustrate the elements deemed good practice within professional education. There are many different routes towards preparing well-qualified professionals through higher education: as diverse as the professions themselves, these routes are largely determined by decisions academics make regarding content, curriculum alignment, integration of research with practice and pedagogical techniques. Including case studies from midwifery, medical, nursing and psychology degree programmes, the authors and editors unravel what good teaching in professional practice looks like in the human client fields, and how it can be achieved. This rigorous and comprehensive collection will be of interest and value to students and scholars of professional pedagogy, as well as practitioners. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Ensuring Quality in Professional Education Volume I : Human Client Fields Pedagogy and Knowledge Structures [documento electrónico] / Trimmer, Karen, ; Newman, Tara, ; Padró, Fernando F., . - 1 ed. . - [s.l.] : Springer, 2019 . - XVII, 306 p. 37 ilustraciones.
ISBN : 978-3-030-01096-6
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Educación profesional Educación vocacional Educación Superior Docente Educación profesional y vocacional Educación más alta Enseñanza y formación docente Clasificación: 370.113 Resumen: Este libro analiza ejemplos de enseñanza de calidad en la educación profesional en los campos del cliente humano. En el primero de dos volúmenes, los editores y colaboradores utilizan estudios de casos para ilustrar los elementos considerados buenas prácticas dentro de la educación profesional. Hay muchas rutas diferentes para preparar profesionales bien calificados a través de la educación superior: tan diversas como las profesiones mismas, estas rutas están determinadas en gran medida por las decisiones que toman los académicos con respecto al contenido, la alineación curricular, la integración de la investigación con la práctica y las técnicas pedagógicas. Incluyendo estudios de casos de carreras de parterÃa, medicina, enfermerÃa y psicologÃa, los autores y editores desentrañan cómo es la buena enseñanza en la práctica profesional en los campos de los clientes humanos y cómo se puede lograr. Esta colección rigurosa y completa será de interés y valor para estudiantes y académicos de pedagogÃa profesional, asà como para profesionales. Nota de contenido: Chapter 1. The need for case studies to illustrate quality practice: Teaching in higher education to ensure quality of entry level professionals; Tara Newman, Karen Trimmer and Fernando Padró -- Chapter 2. Evaluating mixed modes of delivery for Professional Education; Chris Gorse, Richard Cozzens and Lloyld Scott -- Chapter 3. Simulating: Bridging the gap between practice and theory in higher professional education; Yngve Nordkvelle, Odd Rune Stalehim, Trine Fossland, Thomas de Lange, Anne Line Wittek, Monika Bærøe Nerland -- Chapter 4. Starting early: Using ePortfolios to prepare first year midwifery students for professional practice; Terri Downer and Christine Slade -- Chapter 5. Starting with the end in mind: Future focussed curriculum in health promotion; Jane Taylor, Theresa Ashford, Karen Shelley and Kylie Readman -- Chapter 6. Towards a Culturally Inclusive Model of Care: Quality practice and care through the lens of a practising nurse; Natalie Goldman and Karen Trimmer -- Chapter 7.Viable knowledge: Practice Led Learning; Lyn Karstadt -- Chapter 8. Designing for collaboration: A simulation-based interprofessional team training session for medical and nursing students in Norway; Ingunn Aase and Karina Aase -- Chapter 9. Developing curriculum: Nursing students' involvement in skills training design; Cecilie Haraldseid, Inguun Aase, Karina Aase -- Chapter 10. Developing lifelong learning skills: Using a Traffic Light Report to promote competency standards and self-assessment among pharmacy; Rosie Nash, Leanne Chalmers, Ieva Stupans, Natalie Brown -- Chapter 11. The Work-Integrated Learning Program: Developing Employability Skills in Psychology Undergraduates; Jessica Marrington, Annissa O'Shea and Lorelle Burton -- Chapter 12. Post-graduate supervision of indigenous students in the health-related fields; Don Gorman and Fernando Padró. Tipo de medio : Computadora Summary : This book analyses examples of quality teaching in professional education in the human client fields. The first of two volumes, the editors and contributors use case studies to illustrate the elements deemed good practice within professional education. There are many different routes towards preparing well-qualified professionals through higher education: as diverse as the professions themselves, these routes are largely determined by decisions academics make regarding content, curriculum alignment, integration of research with practice and pedagogical techniques. Including case studies from midwifery, medical, nursing and psychology degree programmes, the authors and editors unravel what good teaching in professional practice looks like in the human client fields, and how it can be achieved. This rigorous and comprehensive collection will be of interest and value to students and scholars of professional pedagogy, as well as practitioners. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Ensuring Quality in Professional Education Volume II : Engineering Pedagogy and International Knowledge Structures Tipo de documento: documento electrónico Autores: Trimmer, Karen, ; Newman, Tara, ; Padró, Fernando F., Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2019 Número de páginas: XIII, 294 p. 9 ilustraciones ISBN/ISSN/DL: 978-3-030-01084-3 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación profesional Educación vocacional Educación Superior Docente Educación profesional y vocacional Educación más alta Enseñanza y formación docente Clasificación: 370.113 Resumen: Este libro examina la enseñanza de calidad en la educación profesional en los campos de la ingenierÃa y las estructuras de conocimiento internacionales. El segundo de una serie de dos volúmenes, los editores y colaboradores estructuran el libro en torno a estudios de casos que destacan los elementos que constituyen buenas prácticas dentro de la educación profesional. Si bien no existe una ruta especÃfica para preparar profesionales bien calificados, este volumen explora las decisiones que toman los académicos responsables de impartir esta educación para garantizar planes de estudio de calidad. En última instancia, la clave para una preparación eficaz reside en el valor que los empleadores otorgan al enfoque, el énfasis y el equilibrio entre lo académico y lo práctico en relación con sus propias expectativas sobre las habilidades que deben tener los graduados. El segundo volumen de esta colección atraerá a estudiantes y académicos de pedagogÃa profesional y, más especÃficamente, de pedagogÃa de la ingenierÃa. Nota de contenido: Chapter 1. How about professionalism, professions and standards: The creation of acculturated professionals; Fernando Padró, Megan Y.C.A. Kek, Nona Press, Jonathan H. Green -- Chapter 2. Evaluating the student experience: a critical review of the use of surveys to enhance the student experience; Rhona Sharpe -- Chapter 3. 'Quality' in an era of austerity: challenges for Irish universities; Marie Clarke -- Chapter 4. Accessing expert understanding: The value of visualising knowledge structures in professional education; Ian M. Kitchin -- Chapter 5. Serving ethically: A developing country perspective on quality education for professional pratice; Jeanette Baird -- Chapter 6. Interrogating the value of learning by extension in enhancing professional quality: The case of Venezuelan and Australian engineers; Emilio A. Anteliz, Patrick A. Danaher -- Chapter 7. Developing engineering knowledge and skills: The advanced engineering project management course at USQ; David Thorpe -- Chapter 8. DesigningQuality Engineering Curricula to Produce Industry Ready Graduates: A whole of course approach; Neal Lake and Julienne Holt -- Chapter 9. Incorporating sustainable engineering (SEng) within a course featuring social, political and economic contexts; Ian Craig, David Thorpe and Tara Newman -- Chapter 10. The transformative dimensions of professional curriculum quality enhancement; Sara Hammer. Tipo de medio : Computadora Summary : This book examines quality teaching in professional education in the fields of engineering and international knowledge structures. The second of a two-volume series, the editors and contributors structure the book around case studies which highlight the elements constituting good practice within professional education. While there is no one specific route to prepare well-qualified professionals, this volume explores the decisions the academics responsible for delivering this education make to ensure quality curricula. Ultimately, the key to effective preparations rests with the value employers place on the focus, emphasis and balance between the academic and practical in relation to their own expectations for skills that graduates must have. The second volume in this collection will appeal to students and scholars of professional pedagogy, and engineering pedagogy more specifically. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Ensuring Quality in Professional Education Volume II : Engineering Pedagogy and International Knowledge Structures [documento electrónico] / Trimmer, Karen, ; Newman, Tara, ; Padró, Fernando F., . - 1 ed. . - [s.l.] : Springer, 2019 . - XIII, 294 p. 9 ilustraciones.
ISBN : 978-3-030-01084-3
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Educación profesional Educación vocacional Educación Superior Docente Educación profesional y vocacional Educación más alta Enseñanza y formación docente Clasificación: 370.113 Resumen: Este libro examina la enseñanza de calidad en la educación profesional en los campos de la ingenierÃa y las estructuras de conocimiento internacionales. El segundo de una serie de dos volúmenes, los editores y colaboradores estructuran el libro en torno a estudios de casos que destacan los elementos que constituyen buenas prácticas dentro de la educación profesional. Si bien no existe una ruta especÃfica para preparar profesionales bien calificados, este volumen explora las decisiones que toman los académicos responsables de impartir esta educación para garantizar planes de estudio de calidad. En última instancia, la clave para una preparación eficaz reside en el valor que los empleadores otorgan al enfoque, el énfasis y el equilibrio entre lo académico y lo práctico en relación con sus propias expectativas sobre las habilidades que deben tener los graduados. El segundo volumen de esta colección atraerá a estudiantes y académicos de pedagogÃa profesional y, más especÃficamente, de pedagogÃa de la ingenierÃa. Nota de contenido: Chapter 1. How about professionalism, professions and standards: The creation of acculturated professionals; Fernando Padró, Megan Y.C.A. Kek, Nona Press, Jonathan H. Green -- Chapter 2. Evaluating the student experience: a critical review of the use of surveys to enhance the student experience; Rhona Sharpe -- Chapter 3. 'Quality' in an era of austerity: challenges for Irish universities; Marie Clarke -- Chapter 4. Accessing expert understanding: The value of visualising knowledge structures in professional education; Ian M. Kitchin -- Chapter 5. Serving ethically: A developing country perspective on quality education for professional pratice; Jeanette Baird -- Chapter 6. Interrogating the value of learning by extension in enhancing professional quality: The case of Venezuelan and Australian engineers; Emilio A. Anteliz, Patrick A. Danaher -- Chapter 7. Developing engineering knowledge and skills: The advanced engineering project management course at USQ; David Thorpe -- Chapter 8. DesigningQuality Engineering Curricula to Produce Industry Ready Graduates: A whole of course approach; Neal Lake and Julienne Holt -- Chapter 9. Incorporating sustainable engineering (SEng) within a course featuring social, political and economic contexts; Ian Craig, David Thorpe and Tara Newman -- Chapter 10. The transformative dimensions of professional curriculum quality enhancement; Sara Hammer. Tipo de medio : Computadora Summary : This book examines quality teaching in professional education in the fields of engineering and international knowledge structures. The second of a two-volume series, the editors and contributors structure the book around case studies which highlight the elements constituting good practice within professional education. While there is no one specific route to prepare well-qualified professionals, this volume explores the decisions the academics responsible for delivering this education make to ensure quality curricula. Ultimately, the key to effective preparations rests with the value employers place on the focus, emphasis and balance between the academic and practical in relation to their own expectations for skills that graduates must have. The second volume in this collection will appeal to students and scholars of professional pedagogy, and engineering pedagogy more specifically. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : The Palgrave Handbook of Education Law for Schools Tipo de documento: documento electrónico Autores: Trimmer, Karen, ; Dixon, Roselyn, ; S. Findlay, Yvonne, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: XIX, 680 p. ISBN/ISSN/DL: 978-3-319-77751-1 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación y estado Docente Escuelas Legislación social PolÃtica y polÃtica educativa Enseñanza y formación docente Escuela y escolarización Derecho Laboral/Derecho Social Clasificación: 379 Educación (Asuntos de política pública) Resumen: Este Manual examina la naturaleza esencial de la ley dentro de un contexto educativo y pregunta por qué no hay una mayor preparación para este aspecto del papel del docente. Los directores y docentes de todo el mundo trabajan ahora en entornos cada vez más inciertos y desafiantes que involucran marcos legislativos complejos, y sus roles y responsabilidades cambian constantemente para satisfacer estas demandas: por lo tanto, es imperativo que los educadores se adapten y adquieran nuevas habilidades relacionadas con la protección infantil y el derecho penal. . Diariamente, los docentes y profesionales enfrentan el desafÃo de examinar y evaluar crÃticamente los derechos y obligaciones legales de diversas partes interesadas, incluidos estudiantes, padres, educadores y administradores. Sin embargo, si estas habilidades no se desarrollan, las implicaciones serán significativas: particularmente si los directores se ven disuadidos de seguir estrategias educativas innovadoras debido a posibles riesgos de litigio. En consecuencia, los capÃtulos empoderarán a directores y docentes en el manejo de estas inquietudes. Este amplio manual, que incluye estudios de casos de todo el mundo, será de interés y valor tanto para los estudiosos del derecho educativo como para los profesionales. . Nota de contenido: SECTION I. The Need for Legal Literacy by School Principals and Educational Leaders -- Chapter 1. The need for an understanding of Education Law Principles by School Principals -- Chapter 2. Education Law, schools and school principals: What does the research tell us? -- Chapter 3. Educational Negligence: Is it a viable cause of action? -- Chapter 4. Risk and Responsibility: liability of school authorities for harm to pupils -- Chapter 5. Child Protection for Educators and Principals: A Moral and Legal Obligation -- Chapter 6. Education, Ethics and the Law: Examining the Legal Consequences of Unethical Judgment -- Chapter 7. Education administrators in Wonderland: Figuring out policy-making and regulatory compliance when making decisions -- Chapter 8. TQM's impact on the legal apparatus: Informing and directing compliance practices -- Chapter 9. Articulating the idea of the professional teacher: beyond technocratic compliance -- Chapter 10. Meeting the challenges facing religious schools - An Australian perspective -- Chapter 11. Translating Theory to Practice for Principals Working within Inclusive Education Policy -- SECTION II. Inclusive Schooling and the Impacts of Disability Discrimination Legislation -- Chapter 12. Towards Inclusive Schools: The impact of the DDA and DSE on Inclusion Participation and Exclusion in Australia -- Chapter 13. Education of Students with Disabilities as a result of Equal Opportunity Legislation -- Chapter 14. Reasonable Adjustment in Assessment - the Australian Experience -- Chapter 15. Student voice and educational adjustments -- Chapter 16. The Inclusion and Exclusion of Students with Disability Related Problem Behaviour in Mainstream Australian Schools -- Chapter 17. Youth transitioning from juvenile justice settings back into school: Leadership perspectives -- Chapter 18. Legal and Ethical Considerations regarding the Integration of Assistive and Educational Technology for Students with Disabilities: Perspectives from the United States of America -- Chapter 19. A long journey: disability and inclusive education in international law -- Chapter 20. Changing nappies - A duty for Teachers in Inclusive Classrooms? -- SECTION III. International Context and Rights of the Child -- Chapter 21. The Rights of the Child: Are we creating a world in which all children are enabled to reach their full potential? -- Chapter 22. Considering the relationship between the education of children and the application of the law: A brief global view -- Chapter 23. Issues and impact of the Named Person Legislation in Scotland -- Chapter 24. Difficulties of Comprehension in the Citizenship Education in Europe -- Chapter 25. Training Teachers to Prevent Violence against Children: The First Line against Family Violence -- Chapter 26. Restrictive Practice in Education Settings: Institutional Violence, Disability and Law -- Chapter 27. Counter terrorism Law and Education: student teachers' induction into UK Prevent Duty through the lens of Bauman's Liquid Modernity -- Chapter 28. Compulsory Schooling and Cognitive Imperialism: A Case for Cognitive Justice and Reconciliation with Indigenous Peoples.-Correction to: The Palgrave Handbook of Education Law for Schools. Tipo de medio : Computadora Summary : This Handbook examines the essential nature of the law within an educational context and asks why there is not greater preparation for this aspect of a teacher's role. Principals and teachers across the world now work in increasingly uncertain and challenging environments involving complex legislative frameworks, with their roles and responsibilities constantly changing to meet these demands: thus, it is imperative that educators adapt and acquire new skills relating to child protection and criminal law. On a daily basis, teachers and practitioners are being challenged to critically examine and evaluate the legal rights and obligations of various stakeholders, including students, parents, educators and administrators. However, if these skills are not developed, the implications will be significant: particularly so if principals are deterred from pursuing innovative education strategies due to potential litigation risks. Consequently, the chapters will empower principals and teachers in the management of these concerns. This wide-ranging handbook, including case studies from around the world, will be of interest and value to both scholars of education law and practitioners. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] The Palgrave Handbook of Education Law for Schools [documento electrónico] / Trimmer, Karen, ; Dixon, Roselyn, ; S. Findlay, Yvonne, . - 1 ed. . - [s.l.] : Springer, 2018 . - XIX, 680 p.
ISBN : 978-3-319-77751-1
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Educación y estado Docente Escuelas Legislación social PolÃtica y polÃtica educativa Enseñanza y formación docente Escuela y escolarización Derecho Laboral/Derecho Social Clasificación: 379 Educación (Asuntos de política pública) Resumen: Este Manual examina la naturaleza esencial de la ley dentro de un contexto educativo y pregunta por qué no hay una mayor preparación para este aspecto del papel del docente. Los directores y docentes de todo el mundo trabajan ahora en entornos cada vez más inciertos y desafiantes que involucran marcos legislativos complejos, y sus roles y responsabilidades cambian constantemente para satisfacer estas demandas: por lo tanto, es imperativo que los educadores se adapten y adquieran nuevas habilidades relacionadas con la protección infantil y el derecho penal. . Diariamente, los docentes y profesionales enfrentan el desafÃo de examinar y evaluar crÃticamente los derechos y obligaciones legales de diversas partes interesadas, incluidos estudiantes, padres, educadores y administradores. Sin embargo, si estas habilidades no se desarrollan, las implicaciones serán significativas: particularmente si los directores se ven disuadidos de seguir estrategias educativas innovadoras debido a posibles riesgos de litigio. En consecuencia, los capÃtulos empoderarán a directores y docentes en el manejo de estas inquietudes. Este amplio manual, que incluye estudios de casos de todo el mundo, será de interés y valor tanto para los estudiosos del derecho educativo como para los profesionales. . Nota de contenido: SECTION I. The Need for Legal Literacy by School Principals and Educational Leaders -- Chapter 1. The need for an understanding of Education Law Principles by School Principals -- Chapter 2. Education Law, schools and school principals: What does the research tell us? -- Chapter 3. Educational Negligence: Is it a viable cause of action? -- Chapter 4. Risk and Responsibility: liability of school authorities for harm to pupils -- Chapter 5. Child Protection for Educators and Principals: A Moral and Legal Obligation -- Chapter 6. Education, Ethics and the Law: Examining the Legal Consequences of Unethical Judgment -- Chapter 7. Education administrators in Wonderland: Figuring out policy-making and regulatory compliance when making decisions -- Chapter 8. TQM's impact on the legal apparatus: Informing and directing compliance practices -- Chapter 9. Articulating the idea of the professional teacher: beyond technocratic compliance -- Chapter 10. Meeting the challenges facing religious schools - An Australian perspective -- Chapter 11. Translating Theory to Practice for Principals Working within Inclusive Education Policy -- SECTION II. Inclusive Schooling and the Impacts of Disability Discrimination Legislation -- Chapter 12. Towards Inclusive Schools: The impact of the DDA and DSE on Inclusion Participation and Exclusion in Australia -- Chapter 13. Education of Students with Disabilities as a result of Equal Opportunity Legislation -- Chapter 14. Reasonable Adjustment in Assessment - the Australian Experience -- Chapter 15. Student voice and educational adjustments -- Chapter 16. The Inclusion and Exclusion of Students with Disability Related Problem Behaviour in Mainstream Australian Schools -- Chapter 17. Youth transitioning from juvenile justice settings back into school: Leadership perspectives -- Chapter 18. Legal and Ethical Considerations regarding the Integration of Assistive and Educational Technology for Students with Disabilities: Perspectives from the United States of America -- Chapter 19. A long journey: disability and inclusive education in international law -- Chapter 20. Changing nappies - A duty for Teachers in Inclusive Classrooms? -- SECTION III. International Context and Rights of the Child -- Chapter 21. The Rights of the Child: Are we creating a world in which all children are enabled to reach their full potential? -- Chapter 22. Considering the relationship between the education of children and the application of the law: A brief global view -- Chapter 23. Issues and impact of the Named Person Legislation in Scotland -- Chapter 24. Difficulties of Comprehension in the Citizenship Education in Europe -- Chapter 25. Training Teachers to Prevent Violence against Children: The First Line against Family Violence -- Chapter 26. Restrictive Practice in Education Settings: Institutional Violence, Disability and Law -- Chapter 27. Counter terrorism Law and Education: student teachers' induction into UK Prevent Duty through the lens of Bauman's Liquid Modernity -- Chapter 28. Compulsory Schooling and Cognitive Imperialism: A Case for Cognitive Justice and Reconciliation with Indigenous Peoples.-Correction to: The Palgrave Handbook of Education Law for Schools. Tipo de medio : Computadora Summary : This Handbook examines the essential nature of the law within an educational context and asks why there is not greater preparation for this aspect of a teacher's role. Principals and teachers across the world now work in increasingly uncertain and challenging environments involving complex legislative frameworks, with their roles and responsibilities constantly changing to meet these demands: thus, it is imperative that educators adapt and acquire new skills relating to child protection and criminal law. On a daily basis, teachers and practitioners are being challenged to critically examine and evaluate the legal rights and obligations of various stakeholders, including students, parents, educators and administrators. However, if these skills are not developed, the implications will be significant: particularly so if principals are deterred from pursuing innovative education strategies due to potential litigation risks. Consequently, the chapters will empower principals and teachers in the management of these concerns. This wide-ranging handbook, including case studies from around the world, will be of interest and value to both scholars of education law and practitioners. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
