Description:
Student voices in transition reports the voices of students who entered university through access pathways at Monash University in Australia and South Africa. It provides insight into why these students sought university qualifications, how they adjusted to university study, the challenges they faced and the rewards they experienced. It identifies the issues faced by commencing university students, particularly those who have past experiences of modest academic achievement, and what the transition to university actually involves, regardless of how it is reported by experts, lecturers or institutions."--Back cover.
Description:
Participants felt, saw and heard stimuli travel over predetermined distances in three orientations – gravitational-vertical, radial and horizontal. On all trials participants were required to judge the length of the distance travelled. Judgments based on visual information over-estimated length in the radial direction, while those based on haptic information overestimated length in the gravitational-vertical direction. Length estimates based on auditory information were similar across the three orientations. A combined modality condition using visual, haptic and auditory information mimicked the vision condition. Results are interpreted in light of the horizontal-vertical illusion.
Description:
A ‘pedagogy of place’ refers to an alternative vision for outdoor education practice. This timely book, A Pedagogy of Place, calls into question some of the underlying assumptions and ‘truths’ about outdoor education, and in turn offers alternatives to current practice that are responsive to local conditions and cultural traditions. In this renewal of outdoor education philosophy and practice, the emphasis is upon responding to, and empathising with, the outdoors as particular places, rich in local meaning and significance. Current outdoor education theory and practice is influenced by cultural ideas about risk and adventure, and by psychological theories of personal and social development. However, in recent decades the professional discourse of outdoor education has made a noticeable shift to include education for the ‘environment’ and ‘nature’. This has resulted in a mismatch between theory and practice: traditional notions of proving oneself ‘against’ the challenges of the outdoors are antithetical to the development of an empathetic relationship with outdoor places, which growing concern with today’s environment demands.
Description:
An incisive analysis of how Critical Pedagogy can be a force for positive change in schools around the world, helping the most disadvantaged students.
Description:
Migrant Women Act shows the creativity and ingenuity of migrant women in shaping their own destinies during resettlement. It also shows the vital role of public services in enabling these competencies to flower. Olga Bursian documents the stories of thirty migrant women from the former USSR, Vietnam, Lebanon, the Philippines and the Horn of Africa, by exploring their socialisation into non-Western understandings of the human being, of normal society and what is worth doing in life. The women speak about how they acted through displacement and resettlement overturning popular stereotypes about their cultures. The stories reveal their generosity, resilience and audacity in the face of multiple layers of unequal social relations and negative representations. The book includes a review of the role of public services in successful resettlement, even for the most resilient women. Open entitlement to these services for new citizens was the hallmark of multiculturalism prior to the reversals begun by the Howard Government in the mid 1990s. Olga Bursian uses wide ranging sources to back a rigorous policy and program analysis, pitched at professionals and decision makers. She has lived and worked across diverse cultures and was inspired to document the unbounded resilience of migrant women.
Description:
More and more, teachers in the lifelong learning sector are required to teach the 14-19 age group. This book is a practical guide to delivering learning to 14-19s. It begins by looking at the background to teaching 14-19 in FE and covers current pathways for achievement. Coverage of effective delivery of the new Diploma qualification is included, giving guidance on planning and assessment. It goes on to explore the challenges of behaviour, participation and re-engaging disaffected learners. Finally, it considers the wider context of building partnerships with schools and the needs of industry and employers.
Description:
The information age has enabled unprecedented levels of data to be collected and stored. At the same time, society and organizations have become increasingly complex. Consequently, decisions in many facets have become increasingly complex but have the potential to be better informed. Technologies for Supporting Reasoning Communities and Collaborative Decision Making: Cooperative Approaches includes chapters from diverse fields of enquiry including decision science, political science, argumentation, knowledge management, cognitive psychology and business intelligence. Each chapter illustrates a perspective on group reasoning that ultimately aims to lead to a greater understanding of reasoning communities and inform technological developments.