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Cognitive Development
Tying together almost four decades of neo-Piagetian research, Cognitive Development provides a unique critical analysis and a comparison of concepts across neo-Piagetian theories. Like Piaget, neo-Piagetian theorists take a constructivist approach to cognitive development, are broad in scope, and assume that cognitive development is divided into stages with qualitative differences. Unlike Piaget, however, they define the increasing complexity of the stages in accordance with the child’s information processing system, rather than in terms of logical properties. This volume illustrates these characteristics and evidences the exciting possibilities for neo-Piagetian research to build connecti...
Transformative Learning in Practice
The leading authorities in the field produced this comprehensive resource, which provides strategies and methods for fostering Transformative Learning (TL) practice in a wide variety of higher and adult education settings. The book answers relevant questions such as: What are effective practices for promoting TL in the classroom? What is it about TL that is most helpful in informing practice? How does the teaching setting shape the practice of TL? What are the successes, strengths, and outcomes of fostering TL? What are the risks and challenges when practicing TL in the classroom?
John Dewey and Chinese Education
By critically reviewing the event of Dewey’s visit to China (1919-1921) through historical, philosophical and comparative perspectives, this book finds new value to revive the dialogue between Dewey and Eastern philosophies as a way to respond to contemporary educational challenges.
Cross-Border Networks in Writing Studies
Cross-Border Networks in Writing Studies coordinates mixed methods approaches to survey, interview, and case study data to study Canadian writing studies scholars. The authors argue for networked disciplinarity, the notion that ideas arise and flow through intellectual networks that connect scholars not only to one another but to widening networks of human and nonhuman actors. Although the Canadian field is historically rooted in the themes of location and national culture, expressing a tension between Canadian independence and dependence on the US field, more recent research suggests a more hybridized North American scholarship rather than one defined in opposition to “rhetoric and composition” in the US. In tracing identities, roles, and rituals of nationally bound considerations of how disciplinarity has been constructed through distant and close methods, this multi-scaled, multi-scopic approach examines the texture of interdependent constructions of the Canadian discipline. Cross-Border Networks in Writing Studies also launches a collaborative publishing network between Canadian publisher Inkshed and US publisher Parlor Press.
Sefer BeMidbar as Sefer HaMiddot
While it is true the Bible does relate important episodes in the history of the Jewish people, it is thought of as being much more than a history book. This is why many question the Bible’s rationale for including a book such as Numbers, one that seems to be little more than a history book. In comparison, Genesis as a history book makes sense. It tells of the creation of the heavens and earth and the foundational stories of the Jewish people. Even Exodus, which relates the departure of the Jewish people from Egypt, has many legal sections. This thus begs the question: what exactly is the Book of Numbers, and what role does it play in the overall narrative of the Bible? Presenting Numbers as the book of character development is the major guiding principle of the pedagogical approach set forth in this book for teaching Numbers. This approach can also be used for teaching Genesis. However, the characters in Genesis are portrayed as either “very good” or “evil.” Not so in Numbers, whose main personalities can and should be viewed in hues of grey, making it a very appropriate vehicle for teaching character development to high school students.
Feminism and Hospitality
Maurice Hamington is associate professor of women's studies and philosophy at Metropolitan state College of Denver --Book Jacket.
Educating in the Spirit
This book is an attempt to address two struggles for “theistic educators” (e.g., those who approach their educational vocation from a religious perspective), whether they are working in secular or faith-based institutions. The first struggle is that, while numerous guidelines on teaching excellence have been compiled, the resulting checklists can contain more than a hundred criteria to consider. This book therefore identifies the evidence-based guidelines that are likely to have the highest impact on student achievement, thereby empowering educators to focus their efforts in more substantial ways. The second struggle is related to the lack of resources, which can help educators to view a...
Blueprint for Learning
** An acclaimed educator presents hands-on advice on teaching that meets today’s emphasis on learning outcomes and assessment** Informed by the most up-to-date research on how people learn** For all instructors in higher education--as well as high school teachersLaurie Richlin has been running a workshop on course design for higher education for over fifteen years, modifying and improving it progressively from the feedback of participants, and from what they in turn have taught her.Her goals are to enable participants to appropriately select teaching strategies, to design and create the conditions and experiences that will enable their students to learn; and in the process to develop the s...
