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Author: Terrie Epstein Publisher: Routledge ISBN: 1351788485 Category : Education Languages : en Pages : 264
Book Description
Grounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts. Defined as representations of past violence and oppression, difficult histories are contested and can evoke emotional, often painful, responses in the present. Teaching and learning these histories is contentious yet necessary for increased dialogue within conflict-ridden societies, reconciliation in post-conflict societies, and greater social cohesion in long-standing democratic nations. Focusing on locations and populations across the globe, chapter authors investigate how key themes—including culture, identity, collective memory, emotion, and multi-perspectivity, historical consciousness, distance, and amnesia—inform the teaching and learning of difficult histories.
Author: Terrie Epstein Publisher: Routledge ISBN: 1351788485 Category : Education Languages : en Pages : 264
Book Description
Grounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts. Defined as representations of past violence and oppression, difficult histories are contested and can evoke emotional, often painful, responses in the present. Teaching and learning these histories is contentious yet necessary for increased dialogue within conflict-ridden societies, reconciliation in post-conflict societies, and greater social cohesion in long-standing democratic nations. Focusing on locations and populations across the globe, chapter authors investigate how key themes—including culture, identity, collective memory, emotion, and multi-perspectivity, historical consciousness, distance, and amnesia—inform the teaching and learning of difficult histories.
Author: Publisher: ISBN: Category : Families Languages : en Pages : 44
Book Description
"Objective: The National Survey of Family Growth (NSFG) collects data on pregnancy, childbearing, men's and women's health, and parenting from a national sample of women and men 15-44 years of age in the United States. This report describes the sample design for the NSFG's new continuous design and the effects of that design on weighting and variance estimation procedures. A working knowledge of this information is important for researchers who wish to use the data. Two data files are being released the first covering 2.5 years (30 months) of data collection and the second after all data have been collected. This report is being released with the first data file. A later report in this Series will include specific results of the weighting, imputation, and variance estimation. Methods: The NSFG's new design is based on an independent, national probability sample of women and men 15-44 years of age. Fieldwork was carried out by the University of Michigan's Institute for Social Research (ISR) under a contract with the National Center for Health Statistics (NCHS). In-person, face-to-face interviews were conducted by professional female interviewers using laptop computers. Results: Analysis of NSFG data requires the use of sampling weights and estimation of sampling errors that account for the complex sample design and estimation features of the survey. Sampling weights are provided on the data files. The rate of missing data in the survey is generally low. However, missing data were imputed for about 600 key variables (called 'recodes') that are used for most analyses of the survey. Imputation was accomplished using a multiple regression procedure with software called IVEware, available from the University of Michigan website."--Page 1.
Author: Alvin I. Goldman Publisher: Oxford University Press ISBN: 0195334531 Category : Philosophy Languages : en Pages : 368
Book Description
What if anything justifies us in believing the testimony of others? How should we react to disagreement between ourselves and our peers, and to disagreement among the experts when we ourselves are novices? Can beliefs be held by groups of people in addition to the people composing those groups? And if so, how should groups go about forming their beliefs? How should we design social systems, such as legal juries and scientific research-sharing schemes, to promote knowledge among the people who engage in them? When different groups of people judge different beliefs to be justified, how can we tell which groups are correct? These questions are at the heart of the vital discipline of social epistemology. The classic articles in this volume address these questions in ways that are both cutting-edge and easy to understand. This volume will be of great interest to scholars and students in epistemology.
Author: Mike Neary Publisher: Bloomsbury Publishing ISBN: 1441180664 Category : Education Languages : en Pages : 160
Book Description
Towards Teaching in Public: Reshaping the Modern University explores how the contested relationships between policy, curriculum and pedagogy are reshaping the modern university and examines the impact of conceptualisations of teaching in public on this debate in this age of academic capitalism. It traces the emergence of strategies for open access, with particular reference to the contribution of technology and e-learning, to the emergence of teaching in public as a critique of current educational policy. The contributors combine policy analysis with a consideration of pedagogical issues and an exploration of the student experience. This collection draws together chapters by experienced scholars and practitioners within the field of teaching and learning in higher education.
Author: Arthur Chapman Publisher: IAP ISBN: 1681230348 Category : Education Languages : en Pages : 394
Book Description
Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning. Research on historical thinking is on-going and a complex tradition of enquiry has developed across national borders in the last 30 years, focusing, in particular on developing students understanding of historical meta-concepts such as ‘evidence’ and ‘causation’. There has been comparatively little focus, however, on the historical content that students study, on how they study it and on how mastery of historical content contributes to students overall picture of a historical past. This volume gathers together recent research and theorising from around the world on key issues central to historical learning and instruction. What sense do students make of the history that they are taught? Are students able to organise historical knowledge in order to form large scale representations of the past and what difficulties can children face in doing so? What are the relationships that obtain between history as an academic discipline, as practised in universities, and history as a subject taught in schools? What can research tell us about the effects of instructional strategies that aim to help students ‘join up’ what they learn in class into meaningful historical knowledge and understanding?
Author: David Watson Publisher: Taylor & Francis ISBN: 1136738444 Category : Education Languages : en Pages : 307
Book Description
The Engaged University is a comprehensive empirical account of the global civic engagement movement in higher education. In universities around the world, something extraordinary is underway. Mobilizing their human and intellectual resources, institutions of higher education are directly tackling community problems – combating poverty, improving public health, and restoring environmental quality. This book documents and analyzes this exciting trend through studies of civic engagement and social responsibility at twenty institutions worldwide. This timely volume offers three special contributions to the literature on higher education policy and practice: a historical overview of the founding purposes of universities, which almost invariably included a context-specific element of social purpose, together with a survey of how these "founding" intentions have fared in different systems of higher education; a contemporary account of the policy and practice of universities – all over the world – seeking to re-engage with this social purpose; and an overview of generic issues which emerge for the "engaged university."
Author: David K. Wiggins Publisher: University of Arkansas Press ISBN: 1610756002 Category : History Languages : en Pages : 289
Book Description
Winner of the 2017 NASSH Book Award for best edited collection. The hardening of racial lines during the first half of the twentieth century eliminated almost all African Americans from white organized sports, forcing black athletes to form their own teams, organizations, and events. This separate sporting culture, explored in the twelve essays included here, comprised much more than athletic competition; these “separate games” provided examples of black enterprise and black self-help and showed the importance of agency and the quest for racial uplift in a country fraught with racialist thinking and discrimination. The significance of this sporting culture is vividly showcased in the stories of the Cuban Giants baseball team, basketball’s New York Renaissance Five, the Tennessee State Tigerbelles track-and-field team, black college football’s Turkey Bowl Classic, car racing’s Gold and Glory Sweepstakes, Negro League Baseball’s East-West All-Star game, and many more. These teams, organizations, and events made up a vibrant national sporting complex that remained in existence until the integration of sports beginning in the late 1940s. Separate Games explores the fascinating ways sports helped bind the black community and illuminate race pride, business acumen, and organizational abilities.
Author: Margit Tavits Publisher: Cambridge University Press ISBN: 1107276802 Category : Political Science Languages : en Pages : 299
Book Description
Scholars of post-communist politics often argue that parties in new democracies lack strong organizations - sizable membership, local presence, and professional management - because they do not need them to win elections and they may hinder a party's flexibility and efficiency in office. Post-Communist Democracies and Party Organization explains why some political parties are better able than others to establish themselves in new democracies and why some excel at staying unified in parliament, whereas others remain dominated by individuals. Focusing on the democratic transitions in post-communist Europe from 1990 to 2010, Margit Tavits demonstrates that the successful establishment of a political party in a new democracy crucially depends on the strength of its organization. Yet not all parties invest in organization development. This book uses data from ten post-communist democracies, including detailed analysis of parties in the Czech Republic, Estonia, Hungary, and Poland.
Author: Terrie Epstein
Author: Terrie Epstein
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Author: 
Author: Alvin I. Goldman
Author: Thomas D. Snyder
Author: Mike Neary
Author: Arthur Chapman
Author: David Watson
Author: David K. Wiggins
Author: Margit Tavits