Bøger udgivet af Brill - Sense

This volume represents the work of 12 authors, all of whom were or are working at the Department of Education at the University of Oslo. This volume aims to provide insights into the diversity of some of the research conducted during the last ten years in Norway, and to shed light on the diverse and broad field of education represented by various new voices from the Department. The contributions have in common that they represent what we can understand as Norwegian voices, at the same time they also show how Norwegian researchers are communicating with and contributing to the international field of educational research. The researchers contributing to this volume are all trained and skilled within a Norwegian tradition, and yet have a broad and international outlook. Norway is a country built on social democratic values, safely situated in one of the northern most corners of the world. During the last ten years or so, the national educational system has been challenged and adjusted to be compatible with international educational trends and expectations. This has brought Norway one step closer to more internationalized and globalized educational approaches, which is clearly shown in this volume. The major themes in this volume serve to highlight this trend with a focus on issues such as achievement goals, motivation and innovation, digital tools and technology in education and new ways of teaching and learning, which include a focus on issues concerning diversity and democracy. The editors and the authors have been collaborating since they first started out as PhD students roughly ten years ago. In this volume, the ambition is to bring together the expertise from this period, and to highlight the contribution to research conducted at the Institute. Elisabeth Bjørnestad lives and works in Oslo, where she is an Associate Professor in Teacher Education and Early Childhood Education and Care at Oslo and Akershus University College of Applied Sciences. Janicke Heldal Stray is also working and living in Oslo, and is an Associate Professor at the Norwegian School of Theology.

Productive Remembering and Social Agency examines how memory can be understood, used and interpreted in forward-looking directions in education to support agency and social change. The edited collection features contributions from established and new scholars who take up the idea of productive remembering across diverse contexts, positioning the work at the cutting edge of research and practice.

This book is intended to illuminate the experiences of teachers working in higher education, the tensions they face in working in an increasingly complex professional landscape. Higher teaching loads, increased expectations of research output, and changing social and economic structures that shape the way students view their tertiary education have a profound affect on university teachers' work.The pages of this volume are filled with the stories of teachers in universities that allow the reader to look deeply into the complexities of their work. We and the other authors do not pretend that the stories told here are representative of all university teachers, that they are in any way generalisable, but that others may learn from the knowledge that is shared.

This book is a companion to the IYC-2011 celebration. The eleven chapters are organized into three sections: Section 1: Marie Curie's Impact on Science and Society, Section 2: Women Chemists in the Past Two Centuries, and Section 3: Policy Implications. The authors invited to contribute to this book were asked to orient their chapter around a particular aspect of Marie Curie's life such as the ethical aspects of her research, women's role in research or her influence on the image of chemists.Our hope is that this book will positively influence young women's minds and decisions they make in learning of chemistry/science like Marie Curie's biography. But we do hope this book opens an avenue for young women to explore the possibility of being a scientist, or at least to appreciate chemistry as a human enterprise that has its merit in contributing to sustainability in our world. Also we hope that both men and women will realize that women are fully competent and capable of conducting creative and fascinating scientific research.

This book focuses on developing and updating prospective and practicing chemistry teachers' pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student active pedagogies, ICT, informal learning, continuous professional development, and teaching chemistry in developing environments.This book, with contributions from many of the world's top experts in chemistry education, is a major publication offering something that has not previously been available. Within this single volume, chemistry teachers, teacher educators, and prospective teachers will find information and advice relating to key issues in teaching (such as the curriculum, assessment and so forth), but contextualised in terms of the specifics of teaching and learning of chemistry, and drawing upon the extensive research in the field. Moreover, the book is written in a scholarly style with extensive citations to the literature, thus providing an excellent starting point for teachers and research students undertaking scholarly studies in chemistry education; whilst, at the same time, offering insight and practical advice to support the planning of effective chemistry teaching. This book should be considered essential reading for those preparing for chemistry teaching, and will be an important addition to the libraries of all concerned with chemical education.- Dr Keith S. Taber (University of Cambridge; Editor: Chemistry Education Research and Practice)The highly regarded collection of authors in this book fills a critical void by providing an essential resource for teachers of chemistry to enhance pedagogical content knowledge for teaching modern chemistry. Through clever orchestration of examples and theory, and with carefully framed guiding questions, the book equips teachers to act on the relevance of essential chemistry knowledge to navigate such challenges as context, motivation to learn, thinking, activity, language, assessment, and maintaining professional expertise. If you are a secondary or post-secondary teacher of chemistry, this book will quickly become a favorite well-thumbed resource! - Professor Hannah Sevian (University of Massachusetts Boston)

The global level of economic, ecological, social, political and cultural integration across nation states and the rapid advancement of technology have brought about transformations that are part of globalisation. Our students are expected to be agents of change rather than passive observers of world events; and at the same time, to live together in an increasingly diverse and complex society and to reflect on and interpret fast changing information. In such a new world order, the holistic development of our students, namely in the cognitive, aesthetics, physical, social and moral, leadership and global domains, is pivotal. This edited book provides descriptive and interpretive accounts of how an elementary school in the FutureSchools@Singapore programme creates holistic technology-enhanced learning experiences for its students at the classroom and school levels. By documenting these accounts and linking them to student learning outcomes, the school will lead the way in providing possible models for the seamless and pervasive integration of information and communication technologies (ICT) into the curriculum for the holistic development of our students.

Accelerated substantial progress regarding many fields of production and services imposes pressure upon the labor market. Employers are desperately looking for skilled workers in nearly all technological fields. All over the world this pressure reaches the national systems of vocational education and training. Along with the output orientation turn new standards are imposed, forcing firms and schools to make every endeavor to improve and remodel their programs as well as their practices to reach more and more ambitious goals. To be successful they need the results of scientific research from which they demand reliable information on methods to diagnose the state and learning progress of students and on means to foster and promote competencies of heterogeneous groups of leaners. The book offers 22state-of-the-art articles covering the central fields of vocational education and training and reporting on new and adequate ways to deal with these challenges.

Excerpts from the final chapter: "A Conversation Amongst the Authors," developed as an online discussion about the process and importance of writing for this book. Authors are identified with the title of their corresponding book chapter from this volume: Wow, FINALLY, a text that will address the emotional and personal struggles - and victories - of teaching a critical pedagogy!...Gaining and sharing insights to the real personal and emotional struggles critical pedagogues feel while engaging in critical teaching is crucial if we want to survive in the academy where academic freedom and promotion and tenure may be at risk simply due to one's ideological position. Priya Parmar: "The 'Dangers' of teaching a critical pedagogy" I had a class I taught in the fall ("Diversity in Human Relations") read my piece for this book. It was a risk. Some people thought I was insane to stand in front of a class of students who had just read about these deeply personal, deeply painful experiences of mine. But I thought it was pedagogically important to do so. I ask my students every day to push themselves, take risks, ask questions, and expose themselves. If I'm not prepared to do so myself, then how dare I expect them to? Liz Meyer: "I am (not) a feminist: Unplugging from the Heterosexual Matrix" Through my classroom research and teaching of pre-service teachers, I've become increasingly convinced that individual's belief systems and school ideologies inform/influence/construct/create discriminatory practices in schools. I think that intellectual and scholarly rigor and/or critical action are important but I also think that unless people connect their feelings to their thoughts and actions, their ideologies go untroubled and real change can't occur. Andrea Sterzuk: "From Buffalo Plains to Wheat Fields: Critical thinking in the Canadian praires" The problem is, it [the affective] is not important- or, it has not been important enough. It is too easy to deny the relevance of me, my life, my history, my being in the context of academia. Carmen Lavoie: "Activism where I stand: Moving beyond words in graduate education" To me, critical self-reflection is about accepting that self-understanding and social change go hand in hand (Pinar, 2004); it's about going beyond understanding criticality - it's about living it. And once you start reflecting on yourself critically - and I hope I'm starting to - you might be surprised at the layers of deception that you uncover in yourself. Oh yeah, humility is required. But only then can you start to be more understanding, rather than simply critical, of the duplicity found in others. Sandra Chang-Kredl: "'My Future Self N' Me:' Currere and childhood fiction in education" In a faculty of education we often ask undergraduate and graduate students to undergo the type of critical self reflection that comes out in Rocking Your World.... We extol the benefits of critically reflecting to undergraduates because we are adamant it will help them become better teachers, but where is the same push at the university level of teaching? Eloise Tan: "Critical Pedagogy and the great white hope dilemma" Through my research I have come to a deeper appreciation of the importance of story and its undeniable connection to place. I believe this is a framework in which we can begin to understand the confusing and emotional questions of ethnicity and identity. "Our story", each person's lived experience, is the basis on which a person's identity is formed and creates the lens through which the world is seen. Kevin O&a

The author takes readers on a journey of a large number of issues in designing actual studies of knowing and learning in the classroom, exploring actual data, and putting readers face to face with problems that he actually or possibly encountered, and what he has done or possibly could have done. The reader subsequently sees the results of data collection in the different analyses provided. The author shows how one writes very different studies using the same data sources but very different theoretical assumptions and analytic technique. The author brings his publication experience in very different disciplines-including science education, mathematics education, teacher education, curriculum, applied cognitive science, linguistics, social studies of science, and epistemology-into play to provide readers with way of experiencing research as praxis. The book is organized around six major themes (sections), in the course of which it develops the practical problems an educational researcher might face in a large variety of settings. In Part A, Collecting Data, the author introduces design experiments and ethnographic designs; in Part B, Analyzing Data, finding the right zoom level and focus, cognitive phenomenology, discourse analysis, and conversation analysis constitute the organizing themes. For each theme, the author uses one of his extensive databases to draw on examples, problems, decisions, solutions, and so on.The book was written to be used by upper undergraduate and graduate students taking courses in research design; because of its practical approach, it is highly suitable for those contexts where research methods courses do not exist. The audience also includes professors, who want to have a reference on design and methodology, and those who have not yet had the opportunity to employ a particular method.

This book sets out to bring voices of the South to the debate on localization of education and makes the case that it should be considered a right in education. Despite all the scientifically-based evidence on the improved quality of education through the use of a local language and local knowledge, English as a language of instruction and "Western" knowledge based curriculum continue to be used at all educational levels in many developing nations. This means that in many African countries, the goal of rights to education is becoming increasingly remote, let alone that of rights in education. With this understanding and with the awareness of the education challenges of millions of children throughout Africa, the authors argue that local curriculum through local languages needs to be valued and to be preserved, and that children need to be prepared for the world in a language that promotes understanding. The authors make a clear case that policy makers are in a position to work towards a quality education for all as part of a more comprehensive right-based approach. We owe it to the children of the South to offer the best quality education possible in order to achieve social justice. This book convincingly erases any doubt that a rupture from this historical legacy is necessary in order to counter elitism and rediscover pathways to quality education through the promotion of local languages grounded in a contextually relevant and rights based education system. The various contributions cohere into a vital read compellingly linking issues of language, power and rights in education. This compilation must be read by African policy makers, language planners, educationists and all who are concerned with human rights as well as those wanting to understand the continuing 'underdevelopment' of African societies. Salim Vally, Director of the Centre for Education Rights and Transformation at the University of Johannesburg, South Africa. In focusing on the right as well as the need to indigenize linguistic and curricular contexts in Africa education, this new book achieves the two occasionally parallel but often intersecting objectives of de-Europeanizing African schooling while at the same, clearing the deck for the decolonial re-voicing of emergent epistemic and pedagogical platforms that should constitute the sine qua non of educational well-being for the masses of this ancient continent. It is a timely, well-constructed work that should benefit students, specialized researchers, policy makers and the general public inside and outside Africa. Ali Abdi, Professor of Education and International Development at the University of Alberta, Canada. As we move towards defining the Post 2015 education and development agenda, it is critical that we revisit the issue of "Right for quality education for All". It is refreshing to know that through this book Zehlia Babaci-Wilhite and other colleagues are putting the use of the African languages and cultures of the learners and their communities as at the center of the policies geared towards promoting access to quality education to all African learners. I recommend "Giving Space to Africa Voices: Rights in Local Languages and Local Curriculum" to all policy makers and practionners engaged in the Post 2015 Education debate. Professor Hassana Alidou, Director and Representative UNESCO Regional Office Abuja, Nigeria.