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Catalogue complet

Pedagogies of Practicum

Post-Pandemic Reflections on Innovation in Practice Teaching

List of Figures - List of Tables - Acknowledgments - Joanne Pattison-Meek/Christina Phillips: Pedagogies of Practicum in a Post-Pandemic Era: An Introduction - Mary Ott/Joanne Lombardi/Kathy Hibbert: Stories from the Learning Tent: Reimagining the Practicum in Teacher Education - Lorna Hamilton/Moira Hulme/Gary Beauchamp/Paul McFlynn/Jeffrey Wood/Allison Campbell: Teacher Educators Reflecting on Innovations, Increasing Pastoral Roles, and Future Challenges in Four Distinct Systems in the United Kingdom - Matthew Krehl Edward Thomas/Natalie Robertson/Amanda Mooney: Reducing Praxis Shock for Early Career Teachers in Australia: (Re)Framing Professional Experience - Sean Toal/Nancy Norman/Ana Vieira/Paula Waatainen: Are They Ready? Determining Pre-Service Teacher Competency During a Global Pandemic (Canada) - Anna Olsson Rost/Rachel O'Sullivan/Moira Hulme: Inhabiting the Third Space of the Digital Practicum: A Missed Opportunity in the Post-Pandemic "New Normal"? - Claire Mooney/Lloyd Schoenmaker: Various Virtual Vagaries: Establishing a Temporary Practicum Placement School - Joanne Pattison-Meek: Expanding Teacher Candidates' Gaze Beyond the Metropolis: A Virtual, Rural Practicum - Astrid Kendrick/Theodora Kapoyannis/Patricia Danyluk/Rachel Pagaling: The Need for Digital Instructional Literacy in Pre-Service Teacher Education: Research Findings from Disrupted Practicums During COVID-19 - Sheryl MacMath/Deirdre DeGagné/Jonathan Ferris: Meeting the Needs of Faculty Supervisors Mentoring an Online Certifying Practicum - Maikki Pouta/Olli-Pekka Heinimäki/Erno Lehtinen: Two Eyes See More Than One: An Online-Based Pedagogical Model for Enhancing Student Teachers' Professional Vision - Carisma Nel/Elma Marais: Using Mixed Reality Simulation and PerusallTM During the Teaching Practicum - Gerald Tembrevilla/Marina Milner-Bolotin: Reimagining Micro-Teaching Through Collaborative Technology Implementation: Supporting Pre-Service STEM Teachers as Reflective Practitioners - Kurt Clausen/Glenda Black/Christopher Godfrey: Action Research: An Enduring Hybrid Approach to Practice Teaching - Caroline Wendy Narine/Gary Pluim: Student Reflections on Pandemic Adaptations to Teaching Placements - Joshua Hill/Joy Chadwick/Sarah Hamilton/Shannon Kell/Jodi Nickel/Kevin O'Connor/Saddia Rafiq/Sara Reena/Leslie Robertson/Kristen Schaffer/Patti Trussler: Supporting Teacher Candidate Wellness - Carli Sanbrook/Christina Gray/Geoffrey Lowe/Olivia Johnston: "Paleo for the Mind" Pre-Service Teacher Mental Health Challenges During a Pandemic Practicum: How Evolutionary Biology Can Inform Mental Wellness - Mikko Tiilikainen/Olli-Pekka Heinimäki/Anu Kajamies/Janne Lepola: Emerging Teacher Resilience in Practicum Pedagogies: A Reflective Practice Perspective - Notes on Contributors - Index.

Critical Perspectives on Language, Mobility and International Education

This book offers a multi-dimensional analysis of the experiences of faculty, students, and staff at a Canadian university that emphasizes international education, providing an ethnographic lens for understanding globalization and internationalization of higher education on a wider, global scale. The collaborative work of multiple authors based in different departments and roles within the university offers a holistic picture of current international education policies and practices, and how they coalesce to shape the experiences of all affected stakeholders. The book focuses on questions of cultural difference and the development of intercultural capital and highlights engagement with English dominance, language matters and multilingualism in everyday experiences and pedagogical practices in the institution. The contributors address implications for attending to linguistic and cultural diversity in the policies and practices of an Anglo-dominant university that are applicable to similar contexts worldwide. As a self-study from a reputed university, the book provides valuable insights for higher education program leaders and decision makers to strategically rethink the value and quality of the internationalization activities they engage in, their scholarship and creative activities, and, above all, their commitment to ethical internationalization.

Perspectives and Practices of Faculty, Students, and Staff

Language, Culture, and Education in an Internationalizing University

Non-Traditional Narratives to Promote Equity in Uncertain Times

Transforming Educational Leadership

100 Ideas for Teachers

100 Ideas for Primary Teachers: Poetry

Glenn C. Loury is often radically opposed to the political mainstream and delights in upending what's expected of a Black public figure. But more than the arguments themselves-on affirmative action, institutional racism, Trumpism-his public life has been characterised by fearlessness and a willingness to recalibrate strongly held and forcefully argued beliefs.
Loury grew up on the south side of Chicago, earned a PhD in MIT's economics programme and became the first Black tenured professor of economics at Harvard at the age of thirty-three. He has been, at turns, a young father, a drug addict, an adulterer, a psychiatric patient, a born-again Christian, a lapsed born-again Christian and a Black Reaganite. In Late Admissions, Loury examines what it means to chart a sense of self over the course of a tempestuous but well-considered, life.

Confessions of a Black Conservative

Late Admissions

New Perspectives on Language and Education

This book presents empirical evidence of the academic and disciplinary literacies that learners engage in in educational contexts. The chapters focus on the languages of schooling (in first, second or foreign language contexts) across primary, secondary and higher education.

Multilingual Perspectives across Educational Levels

Insights into Disciplinary Literacies

Collins 11+ Practice

Exam Board: GL AssessmentLevel &amp; Subject: 11+ MathsSuitable for the 2026 testsRealistic 11+ practice questions for the GL Assessment test

For the 2026 Gl Assessment Tests

11+ Maths Practice Papers Book 3

Exam Board: GL AssessmentLevel &amp; Subject: 11+ EnglishSuitable for the 2026 testsRealistic 11+ practice questions for the GL Assessment test

11+ English Practice Papers Book 3

Motivating Students to Crush Their Speech and Language Goals

The Secondary SLP Roadmap

Using Multivariate Approaches to Make the Invisible Visible

Descriptive Statistics

Organisation und Pädagogik

Der Begriff der Innovation adressiert das Neue, zielt auf Verbesserung bestehender Lösungen für technologische oder soziale Herausforderungen und setzt die Generierung, Übersetzung und Anwendung neuen Wissens voraus. Grundlage für Innovation sind Kreativität und Offenheit im individuellen, kollektiven und organisationalen Kontext. In Organisationen ist Innovation daher eng mit organisationalem Lernen verknüpft. Im vorliegenden Jahrbuch wird das Thema Organisation und Innovation aus organisationspädagogischer Perspektive sowohl theoretisch als auch empirisch anhand folgender Schwerpunkte diskutiert: Gesellschaftliche Transformation und organisationale Innovation&nbsp; Organisationale Gestaltung und Innovation&nbsp; Organisationales Lernen und Innovation&nbsp; Organisationale Innovation zwischen Erfolg und Scheitern&nbsp;Die Herausgeber*innen&nbsp;Prof. Dr. Stephan Gerhard Huber&nbsp;ist Universitätsprofessor für Leadership, Quality Management und Innovation, Inhaber des Exzellenz-Lehrstuhls an der Johannes Kepler Universität Linz, Leiter des Instituts für Bildungsqualität und Bildungsinnovation in der Schweiz und Leiter der Arbeitsgruppe Personal-, Organisations- und Systementwicklung des Leibniz Instituts IPN Kiel/Berlin.Prof. Dr. Claudia Fahrenwald ist Hochschulprofessorin für Organisationspädagogik mit Schwerpunkt Schulentwicklung an der Pädagogischen Hochschule Oberösterreich. Sie ist Mitherausgeberin der Reihe Organisation und Pädagogik sowie Co-Convenor des Networks Organizational Education der ECER.&nbsp;Prof. Dr. Andreas Schröer ist Universitätsprofessor und Leiter der Abteilung Organisationspädagogik an der Universität Trier. Er ist Mitherausgeber des Handbuchs Organisationspädagogik und der Reihe Organisation und Pädagogik im Springer Verlag sowie Co-Convenor des Networks Organizational Education der ECER.

Jahrbuch der Sektion Organisationspädagogik

Organisation und Innovation

Redesigning Student Learning in Secondary Schools offers an accessible account of developments in secondary schooling in western countries over the past 150 years, questioning why so little has changed and introducing examples of, and proposals for, significant shifts from traditional practices.

Redesigning Student Learning in Secondary Schools offers an accessible account of developments in secondary schooling in western countries over the past 150 years, questioning why so little has changed and introducing examples of, and proposals for, significant shifts from traditional practices.Structured in three parts, Part 1 traces the evolution of mass secondary schooling systems and how their process shaped the student and teacher experience. Part 2 describes how system restructuring accommodated the whole student population, with some managers investing more heavily in market principles than others who placed greater trust in teachers to deliver high quality standards in basic skills. In Part 3, the author introduces various examples of how system and school redesign is, and has been attempted in recent years, arguing for, and explaining, a ‘service' model of schooling, adoption of technology to transform the teaching-learning process, empowering students to have more input into their own topic choice, through closer collaboration with teachers to identify and achieve learning goals. Proposals for how to undertake redesign are also discussed.This book will be of interest to secondary school educators, school leaders and managers.

Enhancing the Teacher and Student Experience

Redesigning Student Learning in Secondary School

A critical interrogation of the creative writing workshop model, this collection of essays provides practical suggestions for contemporary approaches to this contentious method and how it might be reimagined. Since the inception of the Iowa Writers' Workshop in 1936, the workshop model pioneered there has become the bedrock of creative writing instruction around the world, with much existing scholarship on the subject rightly focusing on matters of inclusivity and social justice or dismissing the workshop altogether. With contributions from senior scholars in the field of creative writing pedagogy and authors ranging from the US, Australia and the UK to China, Workshopping in the 21st Century offers specific, actionable recommendations for ways the model can be reinvigorated. Covering topics such as module design, diversity and inclusion, facilitation and teaching style, assessments, internationality, and the integration of modern technology, each chapter surveys perspectives on the workshop and provides concrete strategies to help instructors and workshop facilitators update and bolster their pedagogical practice.

Practical Strategies for a Modern Era

The Creative Writing Workshop in the 21st Century

Pedagogies of Practicum

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