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  • bic Book Industry Communication::J Society & social sciences::JN Education  (150)
  • thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology  (128)
  • Taylor & Francis  (265)
  • University Press of Colorado  (13)
  • English  (278)
  • Dutch
  • Hungarian
  • Romanian
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  • English  (278)
  • Dutch
  • Hungarian
  • Romanian
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  • 1
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    Chapter 9 Between joyride and high-stakes examination (2021)
    Taylor & Francis | International Perspectives on Writing Curricula and Development | Routledge
    Details
    Publication Date: 2023-09-12
    Description: This chapter analyses how writing and writing development has been and currently is prescribed and enacted in the curriculum for Danish as a subject (L1) in Years 1–9. Highlighting historical points of impact for writing in curricula from the early–nineteenth century through frequent reforms in the twentieth and twenty-first centuries, we focus empirically on the 2014 ruling curricular document Common Standards and auxiliary documents framing writing assessment at the school-leaving exam, as well as empirical classroom studies. Analyses of steering documents indicate that there has been an unprecedented push towards outcome-based and competence-oriented writing curricula. Following Ivanič's Discourses of Writing (DoW) framework, process writing is found to be the most dominant discourse from Grades 1–7. The analysis of the enacted writing curriculum, which focuses on empirical studies from 2009 until now, reveals that the enacted curriculum is misaligned with the prescriptive curriculum and tends to position the student in ambiguous ways—from joyful writer to a writer tested in high-stakes exams. For discussion, we call for a more coherent writing curriculum. Methodologically, we argue that the DoW framework needs to be complemented with a Nordic Bildung tradition, which accentuates personal formation, and a multimodal framework informing the Danish curriculum.
    Keywords: writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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  • 2
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    Chapter 5 Ageism in applying digital technology in healthcare (2023)
    Taylor & Francis | Digital Transformations in Care for Older People | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Digital technology is perceived as a solution to meet the ‘challenges’ of ageing and promote independent and healthy ageing. This approach, often driven by policy makers, is leading to the vast development of a so-called ‘Age-tech’ market, mainly focused on healthcare technologies. Despite the potential positive outcomes, adoption and actual use of digital healthcare technologies are often low, and chronological age is often considered a barrier to the adoption of digital technology. Yet, the role of ageism in adoption and actual use is overlooked. This chapter discusses the potential theoretical influence of ageism in applying digital technology in care and healthcare. First, the chapter provides an overview of the perception of age in relation to digital technology and the manifestation of ageism in healthcare. It continues by providing recent evidence, from the field and from the authors’ research experience, in an attempt to describe two potential ways in which ageism is related to adoption and actual use of digital healthcare technology: 1) through the perspectives of different stakeholders (older adults, healthcare professionals, caregivers and designers) and 2) through the design of digital technology. Finally, the chapter discusses possible implications for practice in healthcare, design, research and policy concerning digital technology.
    Keywords: elder care, older people, care, digital agency, digitalization, public health, social services, ageism ; thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology
    Language: English
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  • 3
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    Power to Teach (2021)
    Taylor & Francis
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    Publication Date: 2023-09-12
    Description: This book illustrates hitherto unexamined connections between the present state of teacher education in the UK and past models of practice. It locates contemporary debates within ongoing historical tensions over what constitutes a sound and proper start to a career in teaching. Questions as to the constituents of a professional training, the essential skills, knowledge and attitudes desired of an effective teacher, the most suitable locus of expertise, the relative roles of participants, and the balance of theory and practice lie at the heart of this book. The book reviews apprenticeship and teach-exemplar models of training, expert-novice relationships, model and demonstration teaching, school-based practice and the elaboration of core pedagogical principles in educational debate and research. These developments are assessed against recent initiatives in ITT, such as partnership models of ITT, school-based mentoring, advanced skills teaching, training schools, a standards-driven model of assessment for student teachers and models of effective teaching. Central to the book is the concept of the power to teach. By reclaiming this notion, the book offers challenging new perspectives on current policy and practice in teacher education today and adds to existing histories of teacher training of the past.
    Keywords: training ; college ; student ; teacher ; trainers ; institutions ; pupil ; system ; catherine ; dodd ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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  • 4
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    Chapter 2 Practical gender in critical pedagogy (2021)
    Taylor & Francis | Intersectional Pedagogy | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This chapter offers a theoretical and methodological framework for implementing feminist critical pedagogy in compulsory courses in gender studies. The method examined presents a gender analysis of daily objects by students as a means of dealing with resistance to gender studies and feminist theory, as well as creating a consciousness-changing experience for the participants.
    Keywords: Creative ; Education ; Gal ; Gender ; Harmat ; Intersectional ; Peace ; Pedagogy ; Practices ; Work ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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  • 5
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    Refiguring Prose Style (2023)
    University Press of Colorado | Utah State University Press
    Details
    Publication Date: 2024-03-29
    Description: For about two decades, say Johnson and Pace, the discussion of how to address prose style in teaching college writing has been stuck, with style standing in as a proxy for other stakes in the theory wars. The traditional argument is evidently still quite persuasive to some-that teaching style is mostly a matter of teaching generic conventions through repetition and practice. Such a position usually presumes the traditional view of composition as essentially a service course, one without content of its own. On the other side, the shortcomings of this argument have been much discussed-that it neglects invention, revision, context, meaning, even truth; that it is not congruent with research; that it ignores 100 years of scholarship establishing composition's intellectual territory beyond "service." The discussion is stuck there, and all sides have been giving it a rest in recent scholarship. Yet style remains of vital practical interest to the field, because everyone has to teach it one way or another. A consequence of the impasse is that a theory of style itself has not been well articulated. Johnson and Pace suggest that moving the field toward a better consensus will require establishing style as a clearer subject of inquiry. Accordingly, this collection takes up a comprehensive study of the subject. Part I explores the recent history of composition studies, the ways it has figured and all but effaced the whole question of prose style. Part II takes to heart Elbow's suggestion that composition and literature, particularly as conceptualized in the context of creative writing courses, have something to learn from each other. Part III sketches practical classroom procedures for heightening students' abilities to engage style, and part IV explores new theoretical frameworks for defining this vital and much neglected territory. The hope of the essays here-focusing as they do on historical, aesthetic, practical, and theoretical issues-is to awaken composition studies to the possibilities of style, and, in turn, to rejuvenate a great many classrooms.
    Keywords: Education ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject
    Language: English
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  • 6
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    Chapter 14 Eutropia (2021)
    Taylor & Francis | Handbook of Applied System Science | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Freshwater eutrophication is one of the major environmental challenges around the world. There is a range of known factors that are responsible, though the increased flux of nutrients from the sources to the water bodies is a key factor. The aim of this study is to operationalize "integrated valuation" as a way of bridging the gap between cost-effectiveness analysis and economic valuation of benefits in implementation of the Water Framework Directive. The authors begin with a definition of integrated valuation model of ecosystem services as a type of systems analysis, before they move on to describe their site of study and the boundaries of their model. Through applied demonstration, the authors evaluate whether the model meets criteria as an integrated valuation tool and discuss further applicability.
    Keywords: integrated valuation; nutrient abatement; catchment system; eutrophication; environmental issues; systems analysis ; thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology
    Language: English
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  • 7
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    Will Schooling Ever Change? (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-04-06
    Description: This book is an insightful meta-narrative about schooling which explores the global natural experiment of the COVID-19 pandemic and its potential impact on school culture. The proposed book discusses how the abrupt and somewhat forced digital transformation of schooling on a global scale (caused by the COVID-19 pandemic) did not change the educational status quo. It states that online teaching and learning failed to transform the role of the key school actors, students and teachers as well as the relationship between them, despite megatrends such as digitalisation, automation and the development of artificial intelligence. This focus text discusses why the global experience of distance education did not translate into a significant qualitative change and provides a theoretical framework which enables the reader to interpret and explain the processes that occurred during distance education, as well as understand why extraordinarily little (if nothing) has changed in school culture. It will appeal to scholars and students from the sociology of education and from education studies, particularly those interested in school culture, innovation in education, online teaching and learning, curriculum studies, and education policy.
    Keywords: COVID-19;culture of schooling;distance learning;education;pandemic;school;sociology of education ; thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology
    Language: English
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  • 8
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    The Sociology of Knowledge Approach to Discourse (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-28
    Description: The Sociology of Knowledge Approach to Discourse (SKAD) has reoriented research into social forms, structuration and processes of meaning construction and reality formation; doing so by linking social constructivist and pragmatist approaches with post-structuralist thinking in order to study discourses and create epistemological space for analysing processes of world-making in culturally diverse environments. SKAD is anchored in interpretive traditions of inquiry and allows for broadening – and possibly overcoming – of the epistemological biases and restrictions still common in theories and approaches of Western- and Northern-centric social sciences. An innovative volume, this book is exactly attentive to these empirically based, globally diverse further developments of approach, with a clear focus on the methodology and its implementation. Thus, The Sociology of Knowledge Approach to Discourse presents itself as a research program and locates the approach within the context of interpretive social sciences, followed by eleven chapters on different cases from around the world that highlight certain theoretical questions and methodological challenges. Presenting outstanding applications of the Sociology of Knowledge Approach to Discourse across a wide variety of substantive projects and regional contexts, this text will appeal to postgraduate students and researchers interested in fields such as Discourse Studies, Sociology, Cultural Studies and Qualitative Methodology and Methods.
    Keywords: Adele E. Clarke;Carolin Küppers;Florian Elliker;Hart Nadav Feuer;Saša Bosanć ; thema EDItEUR::J Society and Social Sciences::JB Society and culture: general ; thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology
    Language: English
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  • 9
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    The University Revolution (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-28
    Description: Few institutions in modern society are as significant as universities, yet our historical and sociological understanding of the role of higher education has not been substantially updated for decades. By revisiting the emergence and transformation of higher education since 1800 using a novel processual approach, this book recognizes these developments as having been as central to constituting the modern world as the industrial and democratic revolutions. This new interpretation of the role of universities in contemporary society promises to re-orient our understanding of the importance of higher education in the past and future development of modern societies. It will therefore appeal to scholars of social science and history with interests in social history and social change, education, the professions and inequalities.
    Keywords: academisation ; academisation process ; academization ; academization process ; aristocracy ; children ; clergy ; division ; Eric Lybeck ; Eric Royal Lybeck ; education ; elites ; elite institutions ; emergence ; higher education ; history ; inequality ; mass university sector ; middle classes ; new inequalities ; role ; social science ; sociology ; transformation ; two-phases ; universities ; women ; thema EDItEUR::J Society and Social Sciences::JB Society and culture: general ; thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology
    Language: English
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  • 10
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    Chapter 5 A math-avoidant profession? (2021)
    Taylor & Francis | Early Childhood Teachers‘ Professional Competence in Mathematics | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Despite positive attitudes towards mathematics, it must be assumed that mathematics anxiety is a factor not to be underestimated in (pre-service) early childhood teachers. In the first part, this article reviews the current international state of research on early childhood teachers’ mathematics anxiety and shows the achievements and limitations of previous studies. The majority of the reviewed studies deals with pre-service early childhood teachers and their teacher education. Only a few studies tried to relate in-service early childhood teachers’ mathematics anxiety and children’s mathematical achievement. In the second part, this contribution examines empirically whether it can be assumed that the profession “early childhood teacher” can be characterized as “math-avoidant”. For this purpose, n = 774 German pre-service early childhood teachers were examined with regard to their mathematics anxiety and their choice of career. The results indicate effects of mathematics anxiety on the intentional choice to work as an early childhood teacher. The paper concludes with a general conclusion on the importance of mathematics anxiety for early childhood teachers’ professional competence and an outlook on future research.
    Keywords: Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLB Primary & middle schools ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools
    Language: English
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