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The changing face of colonial education in Africa : education, science and development. / / Peter Kallaway
| The changing face of colonial education in Africa : education, science and development. / / Peter Kallaway |
| Autore | Kallaway Peter |
| Pubbl/distr/stampa | [Place of publication not identified] : , : African Sun Media, , [2021] |
| Descrizione fisica | 1 online resource (376 pages) |
| Disciplina | 379.6 |
| Soggetto topico |
Education and state - Africa - History - 20th century
Education - Africa - History - 20th century |
| ISBN | 1-928314-92-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Tables -- Illustrations -- Foreword -- Acknowedgements -- Notes -- Abbreviations -- Introduction -- The genesis of educational policy in late colonial Africa: 1900-1950s -- Colonial empires and education -- The origins of "development" in Africa and its relationship to education -- India -- Black American experience and African colonial education -- Individual actors -- A scientific approach to African colonial education -- Notes -- Chapter 1 -- The International Missionary Council and education in colonial Africa* -- History of education and mission education -- The context -- Broad themes of mission policy in 1920-1930s -- The conferences and deliberations of the IMC as a window through which we can observe these shifts in policy -- Education as a key to mission policy -- The development of education -- World Missionary Conferences -- Edinburgh: 1910 -- Edinburgh and education -- After Edinburgh -- The Jerusalem conference: 1928 -- Jerusalem: education -- Post-Jerusalem conference -- The Tambaram conference: 1938 -- "Evangelicalism" -- Social involvement -- Tambaram and education -- Conclusion -- Notes -- Chapter 2 -- Conference litmus -- The development of a conference and policy culture in the interwar period with special reference to the New Education Fellowship and British colonial education in Southern Africa* -- The 1934 South African Education Conference as a benchmark of changing educational discourse -- The development of professional educational networks from the late nineteenth century -- The NEF in the interwar period -- Interwar NEF conferences and the links with the British Commonwealth -- British Commonwealth Education Conference: 1931 -- NEF conference in South Africa: 1934 -- Cheltenham conference: 1936 -- Australasia: 1937 -- African educational networks in the interwar years -- Conclusions -- Notes.
Chapter 3 -- Welfare and education in British colonial Africa* -- 1918-1945 -- Background -- Welfare and education -- Conclusions -- Notes -- Chapter 4 -- Science and policy -- Anthropology and education in British colonial Africa during the interwar years* -- Science and African policy development in the interwar era -- Science, anthropology and policy -- "What were anthropologists after?" -- Anthropology and education in the African colonial context -- The NEF conference in 1934 and social anthropology -- Conference presentations and assessment -- The critique of anthropology as a science of policy -- Further developments in anthropology: 1934-1940 -- Conclusion -- Notes -- Chapter 5 -- Diedrich Westermann -- Linguistics and the ambiguities of Colonial Science in the interwar era* -- Background -- Kaisersreich -- After the German Empire -- Westermann as linguist -- Westermann and anthropology -- Religious background/missionary career -- Westermann's contribution to colonial policy in Britain -- Westermann and the Third Reich -- After 1945 -- Summary -- Notes -- Chapter 6 -- Donald Guy Sydney M'timkulu -- South African educationalist: 1907-2000 -- Introduction -- Background: Adams College, Lovedale and Fort Hare -- The Carnegie Grant and Yale University -- Life at Yale: 1935-1937 -- Field trips, fieldwork and Christian work -- Washington -- Schools and normal colleges: Penn normal and industrial school in South Carolina -- Tuskegee Institute near Montgomery, Alabama -- The Negro universities -- Summary -- Conferences attended -- Summary - at the end of the Yale period -- The return to South Africa: 1937-1959 -- Fields of activity -- Head teacher role -- Adams College -- Ohlange Institute -- Educational leadership and teacher organizations -- South African Institute Race Relations -- Education policy debate -- Fort Hare -- After 1959. A new home in Canada -- Notes -- Chapter 7 -- The modernization of tradition? isiXhosa language education and school history -- 1920-1948 - reform in the work of Samuel Edward Krune Mqhayi* -- Introduction -- Background -- Geneological origins -- Mqhayi's education -- Mqhayi's career -- Literary work -- The revision of Xhosa orthography -- Xhosa history for schools -- Imibengo -- The Stewart Xhosa Readers -- The contents of Imibengo and the Stewart Xhosa Readers (SXR) -- The Senior Xhosa Reader - for high school -- Conclusion -- Appendices -- Appendix 7.1 -- The works of SEKM which were included in Imibengo* -- Appendix 7.2 -- SEKM's material included in the Stewart Xhosa Readers -- THE STEWART XHOSA SENIOR READER: Senior: IIncwadi Zesixhosa Zabafundi: Eyebaphambili211 -- Notes -- Conclusion -- Notes -- References -- UK Official Papers -- Archival Papers referred to: -- South Africa: -- Contemporary Newspapers and Journals -- Books and articles: -- Index. |
| Record Nr. | UNINA-9910794795003321 |
Kallaway Peter
|
||
| [Place of publication not identified] : , : African Sun Media, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The changing face of colonial education in Africa : education, science and development. / / Peter Kallaway
| The changing face of colonial education in Africa : education, science and development. / / Peter Kallaway |
| Autore | Kallaway Peter |
| Pubbl/distr/stampa | [Place of publication not identified] : , : African Sun Media, , [2021] |
| Descrizione fisica | 1 online resource (376 pages) |
| Disciplina | 379.6 |
| Soggetto topico |
Education and state - Africa - History - 20th century
Education - Africa - History - 20th century |
| ISBN | 1-928314-92-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Tables -- Illustrations -- Foreword -- Acknowedgements -- Notes -- Abbreviations -- Introduction -- The genesis of educational policy in late colonial Africa: 1900-1950s -- Colonial empires and education -- The origins of "development" in Africa and its relationship to education -- India -- Black American experience and African colonial education -- Individual actors -- A scientific approach to African colonial education -- Notes -- Chapter 1 -- The International Missionary Council and education in colonial Africa* -- History of education and mission education -- The context -- Broad themes of mission policy in 1920-1930s -- The conferences and deliberations of the IMC as a window through which we can observe these shifts in policy -- Education as a key to mission policy -- The development of education -- World Missionary Conferences -- Edinburgh: 1910 -- Edinburgh and education -- After Edinburgh -- The Jerusalem conference: 1928 -- Jerusalem: education -- Post-Jerusalem conference -- The Tambaram conference: 1938 -- "Evangelicalism" -- Social involvement -- Tambaram and education -- Conclusion -- Notes -- Chapter 2 -- Conference litmus -- The development of a conference and policy culture in the interwar period with special reference to the New Education Fellowship and British colonial education in Southern Africa* -- The 1934 South African Education Conference as a benchmark of changing educational discourse -- The development of professional educational networks from the late nineteenth century -- The NEF in the interwar period -- Interwar NEF conferences and the links with the British Commonwealth -- British Commonwealth Education Conference: 1931 -- NEF conference in South Africa: 1934 -- Cheltenham conference: 1936 -- Australasia: 1937 -- African educational networks in the interwar years -- Conclusions -- Notes.
Chapter 3 -- Welfare and education in British colonial Africa* -- 1918-1945 -- Background -- Welfare and education -- Conclusions -- Notes -- Chapter 4 -- Science and policy -- Anthropology and education in British colonial Africa during the interwar years* -- Science and African policy development in the interwar era -- Science, anthropology and policy -- "What were anthropologists after?" -- Anthropology and education in the African colonial context -- The NEF conference in 1934 and social anthropology -- Conference presentations and assessment -- The critique of anthropology as a science of policy -- Further developments in anthropology: 1934-1940 -- Conclusion -- Notes -- Chapter 5 -- Diedrich Westermann -- Linguistics and the ambiguities of Colonial Science in the interwar era* -- Background -- Kaisersreich -- After the German Empire -- Westermann as linguist -- Westermann and anthropology -- Religious background/missionary career -- Westermann's contribution to colonial policy in Britain -- Westermann and the Third Reich -- After 1945 -- Summary -- Notes -- Chapter 6 -- Donald Guy Sydney M'timkulu -- South African educationalist: 1907-2000 -- Introduction -- Background: Adams College, Lovedale and Fort Hare -- The Carnegie Grant and Yale University -- Life at Yale: 1935-1937 -- Field trips, fieldwork and Christian work -- Washington -- Schools and normal colleges: Penn normal and industrial school in South Carolina -- Tuskegee Institute near Montgomery, Alabama -- The Negro universities -- Summary -- Conferences attended -- Summary - at the end of the Yale period -- The return to South Africa: 1937-1959 -- Fields of activity -- Head teacher role -- Adams College -- Ohlange Institute -- Educational leadership and teacher organizations -- South African Institute Race Relations -- Education policy debate -- Fort Hare -- After 1959. A new home in Canada -- Notes -- Chapter 7 -- The modernization of tradition? isiXhosa language education and school history -- 1920-1948 - reform in the work of Samuel Edward Krune Mqhayi* -- Introduction -- Background -- Geneological origins -- Mqhayi's education -- Mqhayi's career -- Literary work -- The revision of Xhosa orthography -- Xhosa history for schools -- Imibengo -- The Stewart Xhosa Readers -- The contents of Imibengo and the Stewart Xhosa Readers (SXR) -- The Senior Xhosa Reader - for high school -- Conclusion -- Appendices -- Appendix 7.1 -- The works of SEKM which were included in Imibengo* -- Appendix 7.2 -- SEKM's material included in the Stewart Xhosa Readers -- THE STEWART XHOSA SENIOR READER: Senior: IIncwadi Zesixhosa Zabafundi: Eyebaphambili211 -- Notes -- Conclusion -- Notes -- References -- UK Official Papers -- Archival Papers referred to: -- South Africa: -- Contemporary Newspapers and Journals -- Books and articles: -- Index. |
| Record Nr. | UNINA-9910824830603321 |
|
Kallaway Peter
|
||
| [Place of publication not identified] : , : African Sun Media, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Changing Face of Colonial Education in Africa : Education, Science and Development
| The Changing Face of Colonial Education in Africa : Education, Science and Development |
| Autore | Kallaway Peter |
| Pubbl/distr/stampa | Stellenbosch : , : African Sun Media, , 2020 |
| Descrizione fisica | 1 online resource (376 pages) |
| Disciplina | 379.6 |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-928314-92-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Tables -- Illustrations -- Foreword -- Acknowedgements -- Notes -- Abbreviations -- Introduction -- The genesis of educational policy in late colonial Africa: 1900-1950s -- Colonial empires and education -- The origins of "development" in Africa and its relationship to education -- India -- Black American experience and African colonial education -- Individual actors -- A scientific approach to African colonial education -- Notes -- Chapter 1 -- The International Missionary Council and education in colonial Africa* -- History of education and mission education -- The context -- Broad themes of mission policy in 1920-1930s -- The conferences and deliberations of the IMC as a window through which we can observe these shifts in policy -- Education as a key to mission policy -- The development of education -- World Missionary Conferences -- Edinburgh: 1910 -- Edinburgh and education -- After Edinburgh -- The Jerusalem conference: 1928 -- Jerusalem: education -- Post-Jerusalem conference -- The Tambaram conference: 1938 -- "Evangelicalism" -- Social involvement -- Tambaram and education -- Conclusion -- Notes -- Chapter 2 -- Conference litmus -- The development of a conference and policy culture in the interwar period with special reference to the New Education Fellowship and British colonial education in Southern Africa* -- The 1934 South African Education Conference as a benchmark of changing educational discourse -- The development of professional educational networks from the late nineteenth century -- The NEF in the interwar period -- Interwar NEF conferences and the links with the British Commonwealth -- British Commonwealth Education Conference: 1931 -- NEF conference in South Africa: 1934 -- Cheltenham conference: 1936 -- Australasia: 1937 -- African educational networks in the interwar years -- Conclusions -- Notes.
Chapter 3 -- Welfare and education in British colonial Africa* -- 1918-1945 -- Background -- Welfare and education -- Conclusions -- Notes -- Chapter 4 -- Science and policy -- Anthropology and education in British colonial Africa during the interwar years* -- Science and African policy development in the interwar era -- Science, anthropology and policy -- "What were anthropologists after?" -- Anthropology and education in the African colonial context -- The NEF conference in 1934 and social anthropology -- Conference presentations and assessment -- The critique of anthropology as a science of policy -- Further developments in anthropology: 1934-1940 -- Conclusion -- Notes -- Chapter 5 -- Diedrich Westermann -- Linguistics and the ambiguities of Colonial Science in the interwar era* -- Background -- Kaisersreich -- After the German Empire -- Westermann as linguist -- Westermann and anthropology -- Religious background/missionary career -- Westermann's contribution to colonial policy in Britain -- Westermann and the Third Reich -- After 1945 -- Summary -- Notes -- Chapter 6 -- Donald Guy Sydney M'timkulu -- South African educationalist: 1907-2000 -- Introduction -- Background: Adams College, Lovedale and Fort Hare -- The Carnegie Grant and Yale University -- Life at Yale: 1935-1937 -- Field trips, fieldwork and Christian work -- Washington -- Schools and normal colleges: Penn normal and industrial school in South Carolina -- Tuskegee Institute near Montgomery, Alabama -- The Negro universities -- Summary -- Conferences attended -- Summary - at the end of the Yale period -- The return to South Africa: 1937-1959 -- Fields of activity -- Head teacher role -- Adams College -- Ohlange Institute -- Educational leadership and teacher organizations -- South African Institute Race Relations -- Education policy debate -- Fort Hare -- After 1959. A new home in Canada -- Notes -- Chapter 7 -- The modernization of tradition? isiXhosa language education and school history -- 1920-1948 - reform in the work of Samuel Edward Krune Mqhayi* -- Introduction -- Background -- Geneological origins -- Mqhayi's education -- Mqhayi's career -- Literary work -- The revision of Xhosa orthography -- Xhosa history for schools -- Imibengo -- The Stewart Xhosa Readers -- The contents of Imibengo and the Stewart Xhosa Readers (SXR) -- The Senior Xhosa Reader - for high school -- Conclusion -- Appendices -- Appendix 7.1 -- The works of SEKM which were included in Imibengo* -- Appendix 7.2 -- SEKM's material included in the Stewart Xhosa Readers -- THE STEWART XHOSA SENIOR READER: Senior: IIncwadi Zesixhosa Zabafundi: Eyebaphambili211 -- Notes -- Conclusion -- Notes -- References -- UK Official Papers -- Archival Papers referred to: -- South Africa: -- Contemporary Newspapers and Journals -- Books and articles: -- Index. |
| Altri titoli varianti | Changing Face of Colonial Education in Africa |
| Record Nr. | UNINA-9910511492003321 |
|
Kallaway Peter
|
||
| Stellenbosch : , : African Sun Media, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Durban dialogues dissected : an analysis of Ashwin Singh's plays / / Felicity Hand
| Durban dialogues dissected : an analysis of Ashwin Singh's plays / / Felicity Hand |
| Pubbl/distr/stampa | Stellenbosch, South Africa : , : African Sun Media, , [2020] |
| Descrizione fisica | 1 online resource (159 pages) : illustrations |
| Disciplina | 822.92 |
| Soggetto topico | Drama |
| ISBN | 1-928357-65-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910794594403321 |
| Stellenbosch, South Africa : , : African Sun Media, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Durban dialogues dissected : an analysis of Ashwin Singh's plays / / Felicity Hand
| Durban dialogues dissected : an analysis of Ashwin Singh's plays / / Felicity Hand |
| Pubbl/distr/stampa | Stellenbosch, South Africa : , : African Sun Media, , [2020] |
| Descrizione fisica | 1 online resource (159 pages) : illustrations |
| Disciplina | 822.92 |
| Soggetto topico | Drama |
| ISBN | 1-928357-65-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910813470603321 |
| Stellenbosch, South Africa : , : African Sun Media, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Empowering novice academics for student success : wearing different hats : workbook / / Dr. Johann Hugo
| Empowering novice academics for student success : wearing different hats : workbook / / Dr. Johann Hugo |
| Autore | Hugo Johann |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | [Place of publication not identified] : , : African Sun Media, , 2021 |
| Descrizione fisica | 1 online resource (124 pages) |
| Disciplina | 378.12 |
| Soggetto topico | College teachers - Training of |
| ISBN | 1-928314-90-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- Foreword -- Enrichment Learning through Resource Desigh -- Introduction -- Contextual perspectives -- Points of departure -- The open and distance learning space -- Unique features of self-instructional materials -- Essential requirements -- The importance of quality -- A content framework -- Planning and functional design -- Learning support strategies and tactics -- Learning enhancement features -- Instructional devices -- Appropriate writing -- Working systematically -- Creating smart text -- Reader-friendly writing -- Utilising visual power -- Benefits of diagrams and illustrations -- The benefits of combining copy and images -- Typographic pointers -- Related tailoring aspects -- When going the electronic route -- Benefits and possibilities -- Challenges and potential weaknesses -- Quality assurance guidelines -- A closing perspective -- Summary -- Activity Solutions -- Reflection Time -- Activities and Solutions -- 1. Contextual Orientation -- Activity Solutions -- Reflection Time -- 2. Constructs for Success -- Activity Solutions -- Reflection Time -- 3. Through the Empowerment Door -- Activity Solutions -- Reflection Time -- 4. The Core Enabling Space -- Activity solutions -- Reflection Time -- 5. Planning for Instruction and Learning -- Activity Solution -- Reflection Time -- 6. Demystifying outcomes and Learning -- Activity Solution -- Reflection Time -- 7. Instructional Techniques for High Impact -- Activity Solution -- Reflection Time -- 8. The Next Level: Learning Facilitating -- Activity Solutions -- Reflection Time -- 9. Foundation of Quality Assessment -- Activity Solutions -- Reflection Time -- 10. Student Assessment Practices -- Activity Solutions -- Reflection Time -- 11. Special Challenges -- Activity Solutions -- Reflection Time -- Annexure A -- Annexure B -- Annexure C -- Annexure D -- Annexure E. |
| Record Nr. | UNINA-9910794676003321 |
|
Hugo Johann
|
||
| [Place of publication not identified] : , : African Sun Media, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Empowering novice academics for student success : wearing different hats / / Dr. Johann Hugo
| Empowering novice academics for student success : wearing different hats / / Dr. Johann Hugo |
| Autore | Hugo Johann |
| Pubbl/distr/stampa | [Place of publication not identified] : , : African Sun Media, , 2021 |
| Descrizione fisica | 1 online resource (482 pages) |
| Disciplina | 378.12 |
| Soggetto topico |
College teachers - Training of
College teaching |
| ISBN | 1-928314-87-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Abbreviations & -- Acronyms -- Preface -- 1. Contextual Orientation -- 1.1 Introduction -- 1.2 The changing landscape -- 1.2.1 Widening access -- 1.2.2 Student success and throughput -- 1.2.3 The reality of diversity -- 1.2.4 Greater pressure on academics -- 1.2.5 Related challenges -- Summary -- 2. Constructs for Success -- 2.1 Introduction -- 2.2 Putting on the right hat -- 2.3. Theoretical-philosophic foundations -- 2.3.1 The student-centred approach -- 2.3.2 More action, less talk -- 2.3.3 The core of the matter: attitude, values and beliefs -- 2.3.4 Change, or be changed -- 2.3.5 Systems awareness and systems thinking -- 2.3.6 Capacity and capacity building -- 2.3.7 A coherent joint intervention -- 2.3.8 The leadership factor -- 2.3.9 Clever thinking and wise decision-making -- Summary -- 3. Through the Empowerment Door -- 3.1 Introduction -- 3.2 Foundations -- 3.2.1 Core concepts and terms -- 3.2.2 The teaching-learning situation -- 3.2.3 A professional development perspective -- 3.2.4 The connection with teaching and learning -- 3.3 The next level -- 3.3.1 Dimensions of knowledge for teaching -- 3.3.2 Teacher roles -- 3.3.3 Building capacity through scholarship -- Summary -- 4. The Core Enabling Space -- 4.1 Introduction -- 4.2 Fundamentals -- 4.2.1 Clarifying the term enabling -- 4.2.2 Conceptualising the learning environment -- 4.2.3 The multi-dimensionality of the teaching-learning space -- 4.3 The teacher in the teaching-learning space -- 4.4 Considering the resource factor -- Summary -- 5. Planning for Instruction and Learning -- 5.1 Introduction -- 5.2 Fundamental constructs and perspectives -- 5.2.1 The teacher as strategist -- 5.2.2 A layered view -- 5.2.3 Purposeful planning -- 5.2.4 Components of systematic instructional design -- 5.2.5 Bringing learning into the equation.
5.3.2 Choosing appropriate strategies and methods -- 5.4 Related perspectives -- 5.4.1 The notion and benefits of participatory learning -- 5.4.2 Exploring ICT possibilities -- 5.4.3 Calling for innovative teaching -- 5.4.4 A risk perspective -- Summary -- 6. Demystifying Outcomes and Learning -- 6.1 Introduction -- 6.2 Outcomes in context -- 6.3 Deconstructing outcomes -- 6.3.1 Taxonomy of outcomes -- 6.3.2 The layered view -- 6.4 Aligning learning activities, content and outcomes -- 6.5 Supporting learning theories and taxonomies -- 6.5.1 A learning taxonomy guide -- 6.5.2 A selection of relevant learning theories -- Summary -- 7. Instructional Techniques for High Impact -- 7.1 Introduction -- 7.2 Theoretical-philosophic points of departure -- 7.2.1 The quality connection -- 7.2.2 Didactic skills and techniques in context -- 7.2.3 The purpose of didactic techniques -- 7.3 Features of trainer types -- 7.4 Didactic techniques related to learning outcomes -- 7.5 Techniques related to teaching methods -- 7.5.1 The events of instruction -- 7.5.2 Tactics and techniques for lecture presentation -- 7.5.3 Questioning as a didactic technique -- 7.6 Further best practice guidelines -- Summary -- 8. The Next Level: Learning Facilitation -- 8.1 Introduction -- 8.2 Theoretical-philosophic foundations -- 8.2.1 The facilitation context -- 8.2.2 Unique traits and features of facilitation -- 8.2.3 Facilitation related to learning engagement -- 8.2.4 Markers of quality facilitation -- 8.3 Facilitation related to specific strategies and activities -- 8.3.1 Facilitating group work -- 8.3.2 Facilitation during a demonstration -- 8.3.3 Facilitation related to mentoring and coaching -- 8.3.4 Technology-mediated learning facilitation -- 8.4 Promoting productive study habits -- 8.4.1 Contextual perspective -- 8.4.2 The teacher's influence. 8.4.3 Some strategic study frameworks and techniques -- 8.5 Closing perspective -- Summary -- 9. Foundation of Quality Assessment -- 9.1 Introduction -- 9.2 Background -- 9.3 A quality perspective -- 9.4 A quality framework -- 9.4.1 Primary requirements -- 9.4.2 What teachers need to assess -- 9.4.3 Principles of assessment -- 9.4.4 Competence and standards -- 9.4.5 Norm-referenced or criterion-referenced assessment? -- 9.5 Associated dilemmas -- Summary -- 10. Student Assessment Practices -- 10.1 Introduction -- 10.2 Outcomes-based assessment -- 10.3 Behaviour-referenced standard setting -- 10.4 Assessment of key skills -- 10.5 Appropriate methods and tools: an overview -- 10.6 Perspectives on assessment tool design -- 10.6.1 Potential shortfalls -- 10.6.2 A rubric example -- 10.7 Utilising technologies in assessment -- 10.8 Moderation aspects -- 10.8.1 Viewing moderation in context -- 10.8.2 Recommended best practices -- 10.9 Assessment feedback perspectives -- 10.9.1 Best student feedback practices -- 10.10 Closing recommendations -- Summary -- 11. Special Challenges -- 11.1 Introduction -- 11.2 Calling for responsiveness -- 11.3 Responding to learning barriers -- 11.3.1 The scope of potential learning barriers -- 11.3.2 Appropriate strategies and instructional techniques -- 11.4 Academic literacy perspectives -- 11.4.1 The factor of language of education -- 11.4.2 The factor of academic writing -- 11.4.3 The reading factor -- 11.4.4 Backtracking the problem -- 11.4.5 Recommended promotional actions -- 11.5 Enhancing thinking skills -- 11.5.1 Background -- 11.5.2 Associated theories -- 11.5.3 Enhancement strategies -- 11.6 Closing perspectives -- Summary -- Bibliography -- Postscript. |
| Record Nr. | UNINA-9910794677103321 |
|
Hugo Johann
|
||
| [Place of publication not identified] : , : African Sun Media, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Empowering novice academics for student success : wearing different hats : workbook / / Dr. Johann Hugo
| Empowering novice academics for student success : wearing different hats : workbook / / Dr. Johann Hugo |
| Autore | Hugo Johann |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | [Place of publication not identified] : , : African Sun Media, , 2021 |
| Descrizione fisica | 1 online resource (124 pages) |
| Disciplina | 378.12 |
| Soggetto topico | College teachers - Training of |
| ISBN | 1-928314-90-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- Foreword -- Enrichment Learning through Resource Desigh -- Introduction -- Contextual perspectives -- Points of departure -- The open and distance learning space -- Unique features of self-instructional materials -- Essential requirements -- The importance of quality -- A content framework -- Planning and functional design -- Learning support strategies and tactics -- Learning enhancement features -- Instructional devices -- Appropriate writing -- Working systematically -- Creating smart text -- Reader-friendly writing -- Utilising visual power -- Benefits of diagrams and illustrations -- The benefits of combining copy and images -- Typographic pointers -- Related tailoring aspects -- When going the electronic route -- Benefits and possibilities -- Challenges and potential weaknesses -- Quality assurance guidelines -- A closing perspective -- Summary -- Activity Solutions -- Reflection Time -- Activities and Solutions -- 1. Contextual Orientation -- Activity Solutions -- Reflection Time -- 2. Constructs for Success -- Activity Solutions -- Reflection Time -- 3. Through the Empowerment Door -- Activity Solutions -- Reflection Time -- 4. The Core Enabling Space -- Activity solutions -- Reflection Time -- 5. Planning for Instruction and Learning -- Activity Solution -- Reflection Time -- 6. Demystifying outcomes and Learning -- Activity Solution -- Reflection Time -- 7. Instructional Techniques for High Impact -- Activity Solution -- Reflection Time -- 8. The Next Level: Learning Facilitating -- Activity Solutions -- Reflection Time -- 9. Foundation of Quality Assessment -- Activity Solutions -- Reflection Time -- 10. Student Assessment Practices -- Activity Solutions -- Reflection Time -- 11. Special Challenges -- Activity Solutions -- Reflection Time -- Annexure A -- Annexure B -- Annexure C -- Annexure D -- Annexure E. |
| Record Nr. | UNINA-9910825195703321 |
|
Hugo Johann
|
||
| [Place of publication not identified] : , : African Sun Media, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Empowering novice academics for student success : wearing different hats / / Dr. Johann Hugo
| Empowering novice academics for student success : wearing different hats / / Dr. Johann Hugo |
| Autore | Hugo Johann |
| Pubbl/distr/stampa | [Place of publication not identified] : , : African Sun Media, , 2021 |
| Descrizione fisica | 1 online resource (482 pages) |
| Disciplina | 378.12 |
| Soggetto topico |
College teachers - Training of
College teaching |
| ISBN | 1-928314-87-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Abbreviations & -- Acronyms -- Preface -- 1. Contextual Orientation -- 1.1 Introduction -- 1.2 The changing landscape -- 1.2.1 Widening access -- 1.2.2 Student success and throughput -- 1.2.3 The reality of diversity -- 1.2.4 Greater pressure on academics -- 1.2.5 Related challenges -- Summary -- 2. Constructs for Success -- 2.1 Introduction -- 2.2 Putting on the right hat -- 2.3. Theoretical-philosophic foundations -- 2.3.1 The student-centred approach -- 2.3.2 More action, less talk -- 2.3.3 The core of the matter: attitude, values and beliefs -- 2.3.4 Change, or be changed -- 2.3.5 Systems awareness and systems thinking -- 2.3.6 Capacity and capacity building -- 2.3.7 A coherent joint intervention -- 2.3.8 The leadership factor -- 2.3.9 Clever thinking and wise decision-making -- Summary -- 3. Through the Empowerment Door -- 3.1 Introduction -- 3.2 Foundations -- 3.2.1 Core concepts and terms -- 3.2.2 The teaching-learning situation -- 3.2.3 A professional development perspective -- 3.2.4 The connection with teaching and learning -- 3.3 The next level -- 3.3.1 Dimensions of knowledge for teaching -- 3.3.2 Teacher roles -- 3.3.3 Building capacity through scholarship -- Summary -- 4. The Core Enabling Space -- 4.1 Introduction -- 4.2 Fundamentals -- 4.2.1 Clarifying the term enabling -- 4.2.2 Conceptualising the learning environment -- 4.2.3 The multi-dimensionality of the teaching-learning space -- 4.3 The teacher in the teaching-learning space -- 4.4 Considering the resource factor -- Summary -- 5. Planning for Instruction and Learning -- 5.1 Introduction -- 5.2 Fundamental constructs and perspectives -- 5.2.1 The teacher as strategist -- 5.2.2 A layered view -- 5.2.3 Purposeful planning -- 5.2.4 Components of systematic instructional design -- 5.2.5 Bringing learning into the equation.
5.3.2 Choosing appropriate strategies and methods -- 5.4 Related perspectives -- 5.4.1 The notion and benefits of participatory learning -- 5.4.2 Exploring ICT possibilities -- 5.4.3 Calling for innovative teaching -- 5.4.4 A risk perspective -- Summary -- 6. Demystifying Outcomes and Learning -- 6.1 Introduction -- 6.2 Outcomes in context -- 6.3 Deconstructing outcomes -- 6.3.1 Taxonomy of outcomes -- 6.3.2 The layered view -- 6.4 Aligning learning activities, content and outcomes -- 6.5 Supporting learning theories and taxonomies -- 6.5.1 A learning taxonomy guide -- 6.5.2 A selection of relevant learning theories -- Summary -- 7. Instructional Techniques for High Impact -- 7.1 Introduction -- 7.2 Theoretical-philosophic points of departure -- 7.2.1 The quality connection -- 7.2.2 Didactic skills and techniques in context -- 7.2.3 The purpose of didactic techniques -- 7.3 Features of trainer types -- 7.4 Didactic techniques related to learning outcomes -- 7.5 Techniques related to teaching methods -- 7.5.1 The events of instruction -- 7.5.2 Tactics and techniques for lecture presentation -- 7.5.3 Questioning as a didactic technique -- 7.6 Further best practice guidelines -- Summary -- 8. The Next Level: Learning Facilitation -- 8.1 Introduction -- 8.2 Theoretical-philosophic foundations -- 8.2.1 The facilitation context -- 8.2.2 Unique traits and features of facilitation -- 8.2.3 Facilitation related to learning engagement -- 8.2.4 Markers of quality facilitation -- 8.3 Facilitation related to specific strategies and activities -- 8.3.1 Facilitating group work -- 8.3.2 Facilitation during a demonstration -- 8.3.3 Facilitation related to mentoring and coaching -- 8.3.4 Technology-mediated learning facilitation -- 8.4 Promoting productive study habits -- 8.4.1 Contextual perspective -- 8.4.2 The teacher's influence. 8.4.3 Some strategic study frameworks and techniques -- 8.5 Closing perspective -- Summary -- 9. Foundation of Quality Assessment -- 9.1 Introduction -- 9.2 Background -- 9.3 A quality perspective -- 9.4 A quality framework -- 9.4.1 Primary requirements -- 9.4.2 What teachers need to assess -- 9.4.3 Principles of assessment -- 9.4.4 Competence and standards -- 9.4.5 Norm-referenced or criterion-referenced assessment? -- 9.5 Associated dilemmas -- Summary -- 10. Student Assessment Practices -- 10.1 Introduction -- 10.2 Outcomes-based assessment -- 10.3 Behaviour-referenced standard setting -- 10.4 Assessment of key skills -- 10.5 Appropriate methods and tools: an overview -- 10.6 Perspectives on assessment tool design -- 10.6.1 Potential shortfalls -- 10.6.2 A rubric example -- 10.7 Utilising technologies in assessment -- 10.8 Moderation aspects -- 10.8.1 Viewing moderation in context -- 10.8.2 Recommended best practices -- 10.9 Assessment feedback perspectives -- 10.9.1 Best student feedback practices -- 10.10 Closing recommendations -- Summary -- 11. Special Challenges -- 11.1 Introduction -- 11.2 Calling for responsiveness -- 11.3 Responding to learning barriers -- 11.3.1 The scope of potential learning barriers -- 11.3.2 Appropriate strategies and instructional techniques -- 11.4 Academic literacy perspectives -- 11.4.1 The factor of language of education -- 11.4.2 The factor of academic writing -- 11.4.3 The reading factor -- 11.4.4 Backtracking the problem -- 11.4.5 Recommended promotional actions -- 11.5 Enhancing thinking skills -- 11.5.1 Background -- 11.5.2 Associated theories -- 11.5.3 Enhancement strategies -- 11.6 Closing perspectives -- Summary -- Bibliography -- Postscript. |
| Record Nr. | UNINA-9910825197703321 |
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Hugo Johann
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| [Place of publication not identified] : , : African Sun Media, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Enacting a public theology / / Clive Pearson
| Enacting a public theology / / Clive Pearson |
| Autore | Pearson Clive |
| Pubbl/distr/stampa | [Place of publication not identified] : , : African Sun Media, , 2019 |
| Descrizione fisica | 1 online resource (145 pages) |
| Disciplina | 230 |
| Soggetto topico | Theology |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-928314-68-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910511893703321 |
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Pearson Clive
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| [Place of publication not identified] : , : African Sun Media, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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