An excellent resource book containing very detailed advice on dilemma-based
learning and its use in the classroom is Dilemmabased Learning in the Humanities: Integrating Social, Emotional and Thinking Skills by Phil Wood, Barry
Author: Brin Best
Publisher: Bloomsbury Publishing
Containing everything a new or improving geography teacher could wish to know, this book provides step-by-step guidance on creating outstanding learning opportunities that prepare students for life, as well as for success in their examinations. Award-winning author and former head of geography Brin Best brings a wealth of experience and a unique blend of rigour and practicality to the subject, presenting fresh, exciting and creative ideas on how to get the most from your geography lessons. The book contains advice on everything from planning schemes of work and lessons, making the most of opportunities for learning outside the classroom and available ICT to cross-curricular links, thinking skills and examples of best practice. With reflective questions and activities, scores of lesson stimuli and a host of useful links, this book is an essential addition to every geography teacher's toolkit.
Then the counseling students were asked to complete a two-page write up
summary of the ethical dilemmas faced by the interviewees and evaluating their
choices made to resolve the particular ethical dilemmas. All counseling students
Author: Patrick Blessinger
Publisher: Emerald Group Publishing
This volume is the second in the series covering the many issues and concepts of how inquiry-based learning (IBL) can be applied to arts, humanities and social sciences programs.
... the first four factors listed in Figure 3.1 and Table 3.1 present challenges to the
development of cohesive learning teams. ... Small Size Larger groups have more/
better Creates a dilemma, limit group resources than smaller groups. resources ...
Author: Michael Sweet
Publisher: Stylus Publishing, LLC.
Team-Based Learning (TBL) is a unique, powerful, and proven form of small-group learning that is being increasingly adopted in higher education. Teachers who use TBL report high levels of engagement, critical thinking, and retention among their students. TBL has been used successfully in both small and large classes, in computer-supported and online classes; and because it is group work that works, it has been implemented in nearly every discipline and in countries around the world. This book introduces the elements of TBL and how to apply them in the social sciences and humanities. It describes the four essential elements of TBL – readiness assurance, design of application exercises, permanent teams, peer evaluation – and pays particular attention to the specification of learning outcomes, which can be a unique challenge in these fields. The core of the book consists of examples of how TBL has been incorporated into the cultures of disciplines as varied as economics, education, literature, politics, psychology, and theatre. The authors explain why they felt a need to change how they taught and why they chose TBL. Furthermore, each chapter provides examples of the assignments and exercises they use to help their students achieve the specific learning outcomes of their courses. At a time of increasing course sizes, and emphasis on learning outcomes, TBL offers the means to meet such demands while connecting students to their coursework, and stimulating their intellectual engagement.
This again presents teachers with a dilemma. As mentioned by Kitson (2007a,
2007b), attempts to defuse such topics can make them bland and anodyne,
therefore failing to capitalise on pupils' vested interest in a topic. There is great
Author: Richard Harris
Drawing on case studies taken from a range of innovative secondary schools, and interrogating the use of cross-curricular approaches in UK schools, Cross-Curricular Teaching and Learning in Humanities constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas.
( 1 ) The dilemma is best stated , " How shall this area best be studied ? "
Generally put , the paradox is that the study of language is viewed as one of the humanities but the study of the teaching and learning of language is generally
viewed as ...
... but it cannot get him out of the resulting dilemma: only legal logic based on
argumentation can accomplish that. ... There is much that philosophers could learn from this work if they would cease confining their methodological inquiries
Author: Ch. Perelman
Publisher: Springer Science & Business Media
Modern logic has Wldergone some remarkable developments in the last hun dred years. These have contributed to the extraordinary use of formal logic which has become essentially the concern of mathematicians. This has led to attempts to identify logic with formal logic. The claim has even been made that all non-formal reasoning, to the extent that it cannot be formalized, no longer belongs to logic. This conception leads to a genuine impoverishment of logic as well as to a narrow conception of reason. It means that as soon as demonstrative proofs are no longer available reason will no longer dominate. Even the idea of the 'reasonable' becomes foreign to logic and such expres sions as 'reasonable decisions', 'reasonable choice' or 'reasonable hypotheses' would be put aside as meaningless. The domain of action, including method ology and everything that is given over to deliberation or controversy - i.e., foreign to formal logic - would become a battleground where necessarily the reason of the strongest would always prevail.
In contrast, he said, science writing is straightforward and based on factual
evidence, which must be marshalled into an ... rhetorical moves valued in the humanities—the less effective it may be in teaching and expressing scientific
Author: Peter Smagorinsky
Publisher: Corwin Press
Because literacy is not just the English teacher’s job Think literacy is just for English teachers? Not anymore. Nor should it be when you consider that each discipline has its own unique values and means of expression. These days, it’s up to all teachers to communicate what it means to be literate in their disciplines. Here, finally, is a book ambitious enough to tackle the topic across all major subject areas. Smagorinsky and his colleagues provide an insider’s lens on both the states of their fields and their specific literacy requirements, including: Reviews of the latest issues and research Scenario-based activities for reflection and discussion Considerations of the textual forms and conventions required in all major disciplines
While all higher education fields are faced with this dilemma, the humanities are
most affected because of their traditional ... discipline-based knowledge (
Sanderson 1993), citizenship education (Enslin 2003), and critical thinking and
Author: Eli Bitzer
Publisher: AFRICAN SUN MeDIA
"At once evocative and suggestive, this exemplary book gives me hope that educators and scholars across the world will seize the opportunity to self-reflect and enlarge and enrich both their research and their practice in ways that will markedly contribute to the revitalisation of the higher learning in the twenty-first century. The urgency of the need for revitalisation of both research and practice in this domain of inquiry cannot be overstated." Prof Clifton Conrad ? University of Wisconsin-Madison, USA
Author: Anna Ershler RichertPublish On: 2015-04-17
Confronting Dilemmas of Teaching in Urban Schools Anna Ershler Richert ... And
in spite of the troubled larger school context he felt he had been able to make his
7thgrade humanities class of 30 students (24 Latino/a, 4 African American, and ...
Author: Anna Ershler Richert
Publisher: Teachers College Press
“Have you ever been waiting for THE book? This is that book. Anna Richert has held on to this book for many years because she wanted it to honor the profession and the work of teaching. It satisfies on two important levels—that of those who study teaching and those who do the teaching. At a time when the profession is suffering from a lack of support and criticism on all fronts, Richert elevates it without valorizing it. These are real dilemmas that real teachers struggle with everyday. We owe Anna Richert a big thank you for What Should I Do?” —Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin-Madison What Should I Do? is a practical guide to the everyday dilemmas of the urban classroom. It offers a lifeline to both beginning teachers who are struggling to be successful and to the teacher educators who are trying to prepare them for these challenges. The author uses narratives of practice, written by novice teachers, to help readers experience a variety of dilemmas they are likely to encounter in the classroom. By engaging with and analyzing the cases, readers come to see that the “problems” of teaching are actually “dilemmas” that have no clear-cut right or wrong solution, thus reducing the potential for frustration and despair often felt by teachers. This practical resource will empower teachers to transform the unpredictable world of troubled schools into places of learning and hope, for both themselves and their students. As a former teacher said, “I wish I had read this book and realized that I wasn’t expected to have all the answers. I would probably still be teaching.” Anna Ershler Richert is a professor in the School of Education at Mills College in Oakland California where she is Director of the Master of Arts in Education with an Emphasis on Teaching (MEET) Program and Faculty Director of the Mills Teacher Scholars.
More recently Axelrod has tried a learning algorithm in the Iterated Dilemma . ...
The learning algorithm that Axelrod used was a genetic algorithm : an algorithm based upon the principles of natural selection as they apply to sexual beings in ...
Author: David S. Miall
Publisher: Oxford University Press, USA
Category: Computer-assisted instruction.
This lucid and highly readable volume assesses the significant impact computers are making on research and teaching in all aspects of the humanities, from English literature to archaeology. Each chapter is written by a different author who is actively involved in developing the teaching of Humanities disciplines with the aid of computers. Together, the essays show that imaginative use of the computer will both reaffirm and enhance the distinctive values of the Humanities.
... to a good purpose, and one of the objects of a place of learning and research
is to find what best that purpose can be. ... The “humanities,” originally contrasted
with revealed religion, referred to knowledge acquired by human effort: and ...
The first of its kind, this volume presents research-based fictionalized case studies from experts in the field of dance education, examining theory and practice developed from real-world scenarios that call for ethical decision-making.
Author: Doug Risner
Category: Performing Arts
The first of its kind, this volume presents research-based fictionalized case studies from experts in the field of dance education, examining theory and practice developed from real-world scenarios that call for ethical decision-making. Dilemmas faced by dance educators in the studio, on stage, in recreation centers and correctional facilities, and on social media are explored, accompanied by activities for humanizing dance pedagogy. These challenges converge from educational policies and mandates developed over the past two decades, including teacher-proof "scripted" curriculum, high-stakes testing, standardization, and methods-centered teacher preparation; difficulties are often perpetuated by those who want to make change happen but do not know how.
... hope that it will go on well into the new century , for there is nothing more
rewarding than the pleasure of new learning . ... The exception seems to be José
María Arguedas , whose dilemmas and heterogeneous world seem to inspire
Author: Lawrence Boudon
Publisher: University of Texas Press
Beginning with volume 41 (1979), the University of Texas Press became the publisher of the Handbook of Latin American Studies, the most comprehensive annual bibliography in the field. Compiled by the Hispanic Division of the Library of Congress and annotated by a corps of more than 130 specialists in various disciplines, the Handbook alternates from year to year between social sciences and humanities. The Handbook annotates works on Mexico, Central America, the Caribbean and the Guianas, Spanish South America, and Brazil, as well as materials covering Latin America as a whole. Most of the subsections are preceded by introductory essays that serve as biannual evaluations of the literature and research under way in specialized areas. The Handbook of Latin American Studies is the oldest continuing reference work in the field. Lawrence Boudon became the editor in 2000. The subject categories for Volume 58 are as follows: Electronic Resources for the Humanities Art History (including ethnohistory) Literature (including translations from the Spanish and Portuguese) Philosophy: Latin American Thought Music
Ethnicity, Citizenship, and Education Soo im Lee, Stephen Murphy-Shigematsu,
Harumi Befu ... Nationality, and the Politics of Immigration in Japan,” which is based on her doctoral dissertation on the Korean community in Japan. ... Since
1999, she has been an Assistant Professor in the Department of English
Language & Culture, School of Humanities & Social Sciences at Halla University
Author: Soo im Lee
Category: Social Science
Japan's Diversity Dilemmas: Ethnicity, Citizenship, and Education reveals how Japanese society is now in the midst of dramatic transformation brought on by demographic change and globalization. Foreigners are coming to Japan and many more will come in the near future to meet the demands of an economy that needs workers to compensate for an extremely low birth rate. The ramifications of this influx of foreigners into a society that has based its identity on a mythical ethnic purity are enormous. This book examines the effects of globalization on both new and older ethnic communities. It shows the ways in which minorities, in particular Koreans, are changing their conceptions and practices regarding nationality. It explores issues of human rights and emerging conceptions of citizenship in Japan. It also looks at how forces of globalization are affecting the state ideology of homogeneity and how a new image of diversity and multiculturalism is slowly developing. Several authors focus their attention on implications for education in citizenship education, ethnic education, and international education. Japan's Diversity Dilemmas is not just about minorities, but addresses issues of diversity that impact Japan as a nation in three areas: ethnicity, citizenship, and education. As the population diversifies, the linking of ethnicity and citizenship is being challenged and education is a battleground where these struggles occur. This collection of papers by an interdisciplinary group of authors helps readers to understand Japan's evolving conceptions of the nation and its attempts to balance tensions of unity and diversity. "Japan's Diversity Dilemmas looks at precisely the kind of issues that need examination and discussion, as Japan stands on the cusp of potentially huge demographic and social changes. This collection of studies will enrich and inform classroom and public discourse and those who follow these issues will find this book essential." -Sharon Noguchi, San Jose Mercury News and former Fulbright Fellow, University of Tokyo
This book draws upon empirical research and work initiated as part of the DfES project on Raising Boysâ€™ Achievement.
Author: Younger, Mike
Publisher: McGraw-Hill Education (UK)
"Boysâ€™ achievement has attracted great attention in recent years in many countries. This comprehensive book based on sound research in schools provides practical insights into how the achievement of boysand girls can be raised. It reminds us that it is not all boys or no girlswho underachieve. It demonstrates the respective roles of teaching andlearning, school culture and social factors. No easy answers butexcellent ideas backed by evidence from authoritative, thoroughresearchers with a firm basis in schools." Judy Sebba, Professor of Education, University of Sussex "Teachers will find this book invaluable. It is based on quality researchwhich actually evaluates the impact of the various strategies suggestedfor raising boys' achievement. What is more, in contrast to many of themore 'quick-fix' works in this field, the authorsâ€™ discussion and analysisis measured and nuanced, and supported by an in-depth understandingof the wealth of theory and research around gender and achievement.It provides a welcome and weighty contribution to an evercontroversial debate." Becky Francis, London Metropolitan University In this important book, the authors evaluate different approaches and advocate practical, evidence-based strategies, which have the potential to promote boysâ€™ as well as girlsâ€™ achievements. The approaches are discussed within the context of inclusivity, acknowledging the diverse needs and interests of different boys and the invisibility and continuing disadvantage of some girls. The book begins and ends with reflections from students of their own school experiences, and makes practical recommendations for the future. This book draws upon empirical research and work initiated as part of the DfES project on Raising Boysâ€™ Achievement. It brings together theoretical and practical issues, and reflects upon the construction of the debate about boysâ€™ apparent under-achievement from the perspectives of girls as well as boys. The authors critically explore notions of under-achievement and â€˜value addedâ€™, and consider how useful the concept of the â€˜gender gapâ€™ is in advancing the debates. Raising Boysâ€™ Achievement in Secondary Schoolsis key reading for undergraduate and postgraduate Education students, PGCE students, headteachers, senior managers within schools and local education authorities, and policy makers.
Spring 2001 But how might the book be used in an actual learning setting to
impart this material to the intended ... For example, an educational experience based upon a clinical vignette concerning ethical dilemmas involving care at the
end of ...