This book examines one of the most fundamental issues in education – learning. Once understood as a highly individual process, learning is now recognised to be a strongly social event, infl uenced not only by mental processes, but also by the context in which it occurs. Much learning takes place in contexts outside the education system, in homes and families, for example, as well as in classrooms, schools and colleges. Insights from across these different contexts shed light on what learning is, and how opportunities for it can be maximized.
The application of learning styles theory and research continues to hold great promise for practitioners in both education and training as a potentially powerful mechanism for enabling pupils, students and trainees to manage their own learning better throughout their educational and working lives. The selection of papers from the 10th Annual European Learning Styles Information Network Conference (held in July 2005 at the School of Management, University of Surrey) presented here raise a number of pertinent issues which are significant in the ongoing debate regarding the value of cognitive and learning styles in education and training practice. Central to the debate is the question of how do practitioners (teachers and trainers) gain a working vocabulary around the concept of learning styles which may be incorporated into their day-to-day practice and thereby enhance the learning process?
Added by: lucius5 | Karma: 1660.85 | Non-Fiction, Other | 23 April 2009
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This book provides an overview of major dimensions of the adult education field and raises awareness of the critical issues and tensions inherent in its practice. Chapter 1 sketches the broad outlines of the field in terms of its definitions, major concepts, goals, and purposes. Chapter 2 explores the philosophical foundations of adult education. Chapter 3 examines how the history of the field has been approached and interpreted. Chapter 4 outlines three critical issues related to the foundations for adult education practice: whether to strive for unity, whether to align with the rest of education, and whether the primary focus of activity should be the individual or society.
This work provides a comprehensive introduction to bilingualism and bilingual education. Written as an introductory text from a cross-disciplinary perspective, the book contains 20 chapters covering individual and societal concepts in minority and majority languages. The third edition contains updated references and the latest research findings. Major changes for the third edition are added new topics: recent changes in bilingual education in the United States; language loss in the world; trilingualism; recent debates on effective bilingual eduction; more on the politics of bilingual education; immersion education experiences outside Canda; biligualism in the economy; bilingualism and the information communications; and technology revolution.
The way in which special education is conceived varies around the world, and practice varies accordingly. One of the current debates concerns the concepts of mainstreaming, integration and inclusion-and whether these are in fact different concepts, or simply different terminology. This book is based on the assumption that inclusive education is a necessary part of providing high quality education for all. Using international examples, the author clarifies the rationale for inclusion and demonstrates how it can be put into practice.
