Recontextualized Knowledge PDF Download

Author: Olaf Kramer
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3110676311
Category : Language Arts & Disciplines
Languages : en
Pages : 237

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Book Description
Recontextualized Knowledge aims to analyze the communicative situations involved in the popularization of scientific knowledge: their settings, audiences, and the adaptive process of recontextualization in science communication. Taking an interdisciplinary approach, this publication brings together essays from rhetoric, linguistics, and psychology as well as political and education sciences to serve as an in-depth exploration of today's communicative situations in science communication.

Author: Diane Reay
Publisher: Routledge
ISBN: 1134929765
Category : Education
Languages : en
Pages : 199

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Book Description
Theorizing Social Class and Education presents a selection of writing on class analysis within sociology of education as it has evolved over the last decade both in the UK, and internationally. Moving from a narrow focus on class position and categorisation, to a much broader view on behaviours, attitudes, identities and practices, the contributors explore and theorize the ways in which particular individuals develop their perspectives and understandings of the social world, and the role education plays in shaping these. This book was originally published as a special issue of the British Journal of Sociology of Education.

Author: Daniel Frandji
Publisher: Routledge
ISBN: 113691661X
Category : Education
Languages : en
Pages : 288

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Book Description
Over the course of the late-twentieth century Basil Bernstein pioneered an original approach to educational phenomena, taking seriously questions regarding the transmission, distribution and transformation of knowledge as no other before had done. Arguing tirelessly for change, more than any other British sociologist it is Bernstein who presents to us education as a social right and not as a privilege. It is this objective today that makes his work so important. Knowledge, Pedagogy and Society seeks to clarify the broad brushstrokes of his theories, developed over the span of more than forty years, by collecting together scholars from every corner of the globe; specialists in education, sociology and epistemology to test and examine Bernstein’s work against the backdrop of their own research. From teaching content and the social, cognitive and linguistic aspects of education, to changes in the political climate in the early twenty-first century, this collection represents an open dialogue with Bernstein’s work using a forward-looking and dynamic approach. Originally published in French with the explicit aim of locating Basil Bernstein’s theories alongside those of Pierre Bourdieu, one of the most important European sociologists, the French editors draw together a collection that offers a diverse background and perspective on Bernstein’s work and thought. Revised to include a new preface, a new introduction and revisited papers, the English edition will be a relevant resource for anyone interested in Bernstein, his reception and importance, as well as individuals working in the sociology of education, theory of education and education policy.

Author: Robin J. Fogarty
Publisher: Corwin Press
ISBN: 1452239797
Category : Education
Languages : en
Pages : 249

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Book Description
Summarizing research from theorists such as Robert J. Marzano and Daniel Goleman, this revised volume helps educators understand and utilize brain research to build high-achievement classrooms.

Author: Sai Loo
Publisher: Routledge
ISBN: 1351676016
Category : Education
Languages : en
Pages : 169

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Book Description
Teachers and Teaching in Vocational and Professional Education introduces a critical understanding of how teachers deliver occupational or vocational courses at various academic levels. Including wider coverage of work-related programmes and based on empirical research, this book uses the term occupation-related to refer to programmes spanning several academic levels and education sectors, including the further and higher education sectors. The book disassociates the English context of work-related studies, where issues of the academic-vocational division and socio-cultural dimensions have hampered critical investigations of this under-researched topic. Also, it offers a conceptual framework from the perspectives of teachers in their teaching and work-related settings derived from the understanding and development of Bernstein’s recontextualization process. Teachers and Teaching in Vocational and Professional Education will be of great interest to academics, researchers and postgraduates who are engaged in the study of education and occupation-related programmes. The programme areas include accounting, dental hygiene, equine studies, fashion and textiles, health and social care, medical training of clinicians and emergency medicine, and travel and tourism.

Author: Dan Shi
Publisher: Routledge
ISBN: 1000453529
Category : Education
Languages : en
Pages : 258

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Book Description
This practical analytical guide to classroom languaging dynamics in L2 tertiary classrooms integrates multimodality, sociological theory of education and ecosocial semiotic perspectives. It offers a theoretical and methodological framework for conducting multimodal analysis of meaning-making processes in different pedagogical settings. The multimodal investigation of real-time classroom interactivity showcases an embodied coordination of vocalization and gesticulation in classroom interactions, where it varies from students’ solo speech in individual presentations, to teacher-student interactions in group discussions, and to student-student interactions in role-play. With a unified conceptual framework articulating both the macro and micro analysis, this book proposes more ecological-based approaches to language and unpacks a multi-scalar analytical framework to open up for an embodied analysis of meaning-making processes in multimodal interaction analysis. The rich systematic analysis built upon the ecosocial semiotic approach illustrates in practice how theoretical frameworks link to empirical data analysis through exemplified analytical processes and practices, and demonstrates the value of how multimodal interaction analysis contributes to the understanding of the cognitive dynamics of languaging activities that take place in L2 educational contexts. The book provides not only a practical methodological guide to multimodal interaction analysis, but also hands-on analytical references to multimodal classroom research in the field. In addition to early career scholars and PhD students, this volume will be valuable for international academics looking for complementary frameworks or approaches to multimodality, particularly in the L2 Asian contexts.

Author: Rob Moore
Publisher: Routledge
ISBN: 1134181825
Category : Education
Languages : en
Pages : 282

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Book Description
This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include: particular concepts such as voice research the significance of social class in relation to the language, schooling and home cultures differences between official and pedagogic recontextualising fields formation of different types of identities the construction of the learner formation of teacher identities and use of pedagogic discourses analysis of performance-based educational reforms and its impact on pedagogy.

Author: Wayne Au
Publisher: Routledge
ISBN: 1135853738
Category : Education
Languages : en
Pages : 241

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Book Description
Unequal By Design critically examines high-stakes standardized testing in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. This thoughtful analysis traces standardized testing’s origins in the Eugenics and Social Efficiency movements of the late 19th and early 20th century through its current use as the central tool for national educational reform via No Child Left Behind. By exploring historical, social, economic, and educational aspects of testing, author Wayne Au demonstrates that these tests are not only premised on the creation of inequality, but that their structures are inextricably intertwined with social inequalities that exist outside of schools.

Author: Mary Hamilton
Publisher: Bloomsbury Publishing
ISBN: 1472587472
Category : Language Arts & Disciplines
Languages : en
Pages : 273

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Book Description
Negotiating Spaces for Literacy Learning addresses two paradoxical currents that are sweeping through the contemporary educational field. The first is the opening up of possibilities for multimodal communication as a result of developments in digital technologies and the sensitivity to multiliteracies. The second is the increasing pressure from standardised testing, accountability and performance measurement which pull curricular and pedagogical practices out of alignment with the everyday informal practices and interests of teachers and learners and narrow opportunities for diverse expressions of literacy. Bringing together an international team of scholars to examine the tensions and struggles that result from the current educational climate, the book provides a much-needed discussion of the intersection of technologies of literacies, education and self. It does so through diverse approaches, including philosophical, theoretical and methodological treatments of multimodality and governmentality, and a range of literacies - early years, primary school, workplace, digital, middle school, secondary school, indigenous, adult and place. With examples taken from all stages of education and in several countries, the book allows readers to explore a range of multimodal practices and the ways in which governmentality plays out across them.

Author: Xiaolei Zhang
Publisher: Taylor & Francis
ISBN: 1000618870
Category : Education
Languages : en
Pages : 240

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Book Description
Based on case studies of Chinese teachers in Shanghai and their workplace learning within the context of reform, this book examines how Chinese teachers learn together when they engage in school-based learning activities. Since the New Curriculum Reform in China in 2001, school-based teaching research groups (TRGs) (Jiaoyanzu) have played an important role in changing teacher learning approaches. Informed by organizational learning frameworks and organizational knowledge theory, the author examines the processes and effects of teacher learning in school-based settings, particularly the role of school leadership in the learning and change of in-service teachers. Implications of sustainably optimizing the school-based teacher learning communities for school improvement are also discussed. The book will be helpful and valuable for policymakers, school leaders, researchers, students, teachers, and other educational practitioners in understanding the distinctive features of school-based teachers’ learning in China.