In this volume, the American Association of Colleges for Teacher Education offers the first in a series of state-of-the-art analyses of research, theory, and practice in the various domains of teaching. The knowledge base for teaching and teacher education takes a variety of forms and is drawn from many disciplines and other sources. This volume specifically covers generic knowledge, that is, knowledge considered by the profession as credible and generally applicable in most content areas and throughout elementary and secondary levels of teaching. More than 20 chapters are devoted to the following elements of knowledge essential for beginning teachers to practise: content of teaching, relationships between content and pedagogy, organization and management, understanding individual students, curriculum planning, context/environment for learning and teaching, and professional functions and responsibilities.

Knowledge Base for the Beginning Teacher

Business & Money

Reynolds, Maynard C.

Maynard C. Reynolds, C. Reynolds

Maynard C. Reynolds

Education & Reference

Emerald Publishing

This book develops a comprehensive approach, known as the Ranking Technique, for the assessment of decision options. It aims to provide a way of presenting a decision maker with a consistent method of making a thorough assessment of all the factors associated with complex decisions. The Ranking Technique is based on a detailed analysis of all the issues involved and presents the results in a simple manner which should be understandable by the lay public not versed in the complexities of the issues involved. Ranking Technique is illustrated by application to four major decisions that have caused controversy and one fuel resource evaluation, although it is stressed that the Technique is applicable to all decision-making situations. The study describes how technical, economic and socio-political factors can be evaluated and their significance integrated to give a comprehensive assessment of the decision options.

The Risk Ranking Technique in Decision Making

Chicken, John C.

Hayns, Michael R.

Management & Leadership

This volume provides a collection of papers at the cutting edge of competitive strategy, analyzing and assessing the role and value of strategic moves and groups in industry. Theoretical models are supplemented by empirical studies on the dynamics of competitive moves and the link between strategic groups and performance. Linking commentaries and extensive reviews of research issues make this a comprehensive survey of the subject. The book will be of value to corporate strategists, consultants, senior managers, as well as academics concerned with research into competitive strategy.

Strategic Groups, Strategic Moves and Performance

Thomas, H.

Daems, Herman

Daems, H.

"Learning to Think: Thinking to Learn" has grown out of a conference organized by the OECD Centre for Educational Research and Innovation (CERI) in July 1989. Its purpose is to discuss and advance the state of knowledge about how young people think and reason. Thinking is a normal activity for every normal human being, ordinary life depends on our ability to think. Thus the prime objectives of formal education in all disciplines have always been the refining and shaping of the powers of thought. This book explores three broad ways of thinking in the context of education, looking firstly at the 'skills' approach, secondly at the 'infusion model' and thirdly at the belief that the traditional disciplines and pedagogy of education already provide for the development of thinking.

Learning to Think: Thinking to Learn - The Proceedings of the 1989 OECD Conference Organized by the Centre for Educational Research and Innovation (Economics)

Politics & Social Sciences

MacLure, Stuart

Davies,Peter

Social Sciences

Throughout the last decade there has been an unprecedented amount of activity in curriculum policy, and recent years have seen the acceleration of that activity following the Education Reform Act of 1988. This reader is a selection of work which addresses some of the more complex ideas and debates surrounding curriculum policy. The book is divided into three parts, the first section describes the background to recent curriculum policy, the second section looks at a variety of ways of constructing the curriculum, all of which have an impact on policy, while the third section offers a series of critiques on current policy, in particular the immediate impact of the ERA and of vocationalism, of market forces and strong central control.

Curriculum Policy: A Reader (Open University)

Moore, Rob

Ozga, Jennifer

Moore. Patrick

The problem of the Terror lies at the heart of any reflection upon the French Revolution and its implications for modern political culture. Contemporaries sought to grasp its meaning immediately after the fact as they struggled to explain an experience which seemed to defy the Revolution's fundamental assumption: that rational human intentions could erase the arbitrariness of history and institute a transparent social order. Since then, historians and philosophers have not ceased to ponder what Benjamin Constant called "that inexplicable delirium known as the reign of the Terror." For some, the Terror deviated from the rights of man only to preserve them: it was a system of revolutionary government dictated by circumstances that threatened the very existence of the infant French Republic. For others, it revealed a dynamic inherent in the Revolution from the start: a dynamic unleashed by the very effort to refashion society in the light of human

The Terror, Volume Four (French Revolution & the Creation of Modern Political Culture, 4)

History

Keith Michael Baker

Europe

Europe is undergoing rapid and profound social and political change, and time-honoured methods and practices are being challenged as a result. Nowhere is this challenge more pressing and relevant than in education, which is charged with the task of preparing future generations for the "New Europe". Everyone accepts that education should be for all, that it needs to be extended, and that "education for life" is a phrase with real significance, but how is education best provided? In February 1990 the Academia Europaea council decided to sponsor a study group on education in modern European society funded by the Swedish Riksbankens Jubileumsfond. The report, in the form of this book, deals with many problem areas in European education; for example school quality, examinations, the teaching of foreign languages, and science education. It also analyses the role of the school as an institution in an increasingly complex technological and meritocratic society, and spells out the role of basic education in forming a European identity and consciousness.

Schooling in Modern European Society: A Report of the Academia Europaea (Comparative & International Education)

Husen, T.

Tuijnman, A.

Halls, B.

This book is a bridge between the technical literature of administrative theory and philosophical discourse. It is needed because an adequate axiology (value theory) of administration is ignored by the former and lacking in the latter. That value theory is necessary to leadership and administration follows directly from decision making and policy formulation, and indirectly from post-modern conditions and context. Moreover, leadership requires self knowledge and motivational insight. The knowledge of good and evil as a critical component of administrative thought ought not to be denied by any technocratic asepsis. Central themes include organization and administrative theory, decisions and policy making, hierarchy, leadership, power, values, and interests. Particular attention is paid to pathologies, ideologies, and the problems of praxis. A robust value theory is presented together with its implications both for the common interest and for personal value auditing. A unique feature of the book is its concurrent presentation in aphoristic form of a general propositional logic of administration. The work is the consolidation of a quarter century of research, teaching, and publication in the subject field. Drawing upon this body of knowledge, the author reconstructs a definitive text along with the extensive new material, notably in the areas of polemic management, ideology, value auditing, and leadership critique.

Administrative Philosophy: Values and Motivations in Administrative Life

Hodgkinson, Christopher

Hodgkinson, C.

How can educational research make a greater impact on educational practice? "Problem-Based Methodology: Research for the Improvement of Practice" explains why educational research has contributed so little to the understanding and resolution of educational problems, and how, with a different methodology, its contribution could be significantly greater. The book offers an alternative problem-based methodology (PBM) which is better matched than either empiricist, critical or interpretive approaches to the generic features of educational problems, to the way practitioners seek to resolve those problems, and to the normative requirements of any practical activity. In addition, PBM incorporates a politics of inquiry which shows how researchers and practitioners can reach warranted agreements about the nature of problems and solutions, through dialogue that is simultaneously critical and collaborative. Two original school-based studies illustrate this new approach to educational and social research.

Problem Based Methodology: Research for the Improvement of Practice

Health, Fitness & Dieting

Robinson, Viviane

Robinson, V. M.

Psychology & Counseling

There is a widespread consensus that adult education and continuing vocational training are central elements in a strategy aimed at achieving economic growth. However, the stakes are not only economic. Adult education has also become a structural determinant of employment opportunities, earnings and quality of life. Adults who lack the motivation, opportunity or information needed to participate in a lifelong learning society will become increasingly disadvantaged. Educational systems must prepare people for a life of active learning. This volume argues that the principles of lifelong learning must be at the heart of a new approach to skills development. Lifelong learning is advocated not as a theoretical and utopian idea, but as the inevitable reality in affluent, technologically advanced, politically and culturally pluralistic societies. Each chapter addresses one of several questions important for the future of lifelong education. In particular they concern theory and research on the five themes: lifespan development and education; intelligence; transfer and capacity to learn; informal learning in the work place; learning to learn; and the implications for policy.

Learning Across the Lifespan: Theories, Research, Policies

Tuijnman, A. C.

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