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Effective learning and teaching in social policy and social work / / [edited by] Hilary Burgess and Imogen Taylor
| Effective learning and teaching in social policy and social work / / [edited by] Hilary Burgess and Imogen Taylor |
| Pubbl/distr/stampa | New York : , : RoutledgeFalmer, , 2004 |
| Descrizione fisica | xx, 229 p |
| Disciplina | 361.2/5 |
| Altri autori (Persone) |
BurgessHilary <1954->
TaylorImogen |
| Collana | Effective learning and teaching in higher education series |
| Soggetto topico |
Social policy - Study and teaching (Higher)
Human services - Study and teaching (Higher) Social work education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-134-31175-3
1-280-09621-7 0-203-44342-X 0-203-41589-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | chapter 1 Dancing on a moving carpet: the changing context Introduction 1; Conceptualizing change in higher education 1; Changes in learning and teaching 6; Challenges for social policy and social work lecturers: commonality and differentiation 8; / Pat Young -- chapter Changes in learning and teaching -- chapter 2 Designing the curriculum: complexity, coherence and innovation Introduction 13; Mapping curriculum design 13; Contexts 14; Time 14; Participation 16; Choice of educational approach 17; Constructive alignment 19; Content or outcome requirements 20; Modes of delivery 22; Balancing educational, institutional and practical considerations 23; Imagination, creativity and innovation 25; / Hilary Burgess -- chapter Content or outcome requirements -- chapter 3 Participation in social policy and social work learning Introduction 27; The policy background 27; The new context of involvement 28; Awareness: a pre-requirement for involvement 29; Engaging whom? 31; Challenging exclusion 33; Principles for / Peter Beresford -- chapter Promoting equality and inclusion -- chapter Barriers and resources -- chapter Support and retention -- chapter Assessment -- chapter 5 Students learning to learn Introduction 55; Have ye no nished with the learnin yet? 55; What is learning? 56; What is learning to learn? 57; Individuals as learners 57; Learning styles and strategies 58; The in?uence of the learning environment 62; Teaching learning to learn 63; / Viviene E. Cree -- chapter The in?uence of the learning environment -- chapter 6 Promoting interactive learning and teaching Introduction 67; Lectures 67; Learning groups: seminars, group learning and projects 70; Problem-based learning 72; Experiential learning 74; Critical analysis of theory 78; Supporting student learning: / Hilary Burgess -- chapter Learning groups: seminars, group learning and projects -- chapter 7 Walking the assessment tightrope Introduction 82; The purpose of assessment 82; Building an assessment strategy 84; Different forms of assessment 86; Peer / Beth R. Crisp -- chapter Building an assessment strategy -- chapter 8 Towards eLearning: opportunities and challenges Introduction 95; Learning in the information society 97; eLearning in social policy and social work 98; Three stages of engaging with eLearning 100; Challenges to educators 102; / Jackie Rafferty -- chapter 9 Developing learning beyond the campus: increasing vocationalism and declining pedagogy? Introduction 109; The process of learning off-campus 110; Conceptual and explanatory issues 111; Social policy eldwork 112; / Duncan Scott -- chapter The process of learning off-campus -- chapter Conceptual and explanatory issues -- chapter 10 Interprofessional education / Melanie Ashford -- chapter Educator perspective -- chapter 11 Continuing professional development and education Introduction 138; Who are the learners? 139; The context for CPD 140; What should CPD students learn? 144; How might CPD students be enabled to learn? 147; Examples of teaching / Pat Higham -- chapter 12 Globalization: implications for learning and teaching Introduction 153; Relevance and suitability: two challenges 155; The professional context 160; Student mobility 163; Conclusion 165; / Zo Irving -- chapter The professional context -- chapter Student mobility -- chapter Conclusion -- chapter Useful websites -- chapter 13 International perspectives Introduction 169; A comparative perspective on the role of the state in welfare 170; De?nitions and rationale 173; Implementation issues and resources for internationalizing the curriculum 177; / Karen Lyons -- chapter 14 Developing the university as a learning organization Introduction 184; Modernization and the learning organization 185; The learning organization 186; The scholarship of learning and teaching 189; Strategies to support the development of the scholarship of learning and teaching in social policy and social work 192; The importance of academic management 195; / Imogen Taylor -- chapter The scholarship of learning and teaching. |
| Record Nr. | UNINA-9910451241303321 |
| New York : , : RoutledgeFalmer, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Effective learning and teaching in social policy and social work / / [edited by] Hilary Burgess and Imogen Taylor
| Effective learning and teaching in social policy and social work / / [edited by] Hilary Burgess and Imogen Taylor |
| Pubbl/distr/stampa | New York : , : RoutledgeFalmer, , 2004 |
| Descrizione fisica | xx, 229 p |
| Disciplina | 361.2/5 |
| Altri autori (Persone) |
BurgessHilary <1954->
TaylorImogen |
| Collana | Effective learning and teaching in higher education series |
| Soggetto topico |
Social policy - Study and teaching (Higher)
Human services - Study and teaching (Higher) Social work education |
| ISBN |
1-134-31174-5
1-134-31175-3 1-280-09621-7 0-203-44342-X 0-203-41589-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | chapter 1 Dancing on a moving carpet: the changing context Introduction 1; Conceptualizing change in higher education 1; Changes in learning and teaching 6; Challenges for social policy and social work lecturers: commonality and differentiation 8; / Pat Young -- chapter Changes in learning and teaching -- chapter 2 Designing the curriculum: complexity, coherence and innovation Introduction 13; Mapping curriculum design 13; Contexts 14; Time 14; Participation 16; Choice of educational approach 17; Constructive alignment 19; Content or outcome requirements 20; Modes of delivery 22; Balancing educational, institutional and practical considerations 23; Imagination, creativity and innovation 25; / Hilary Burgess -- chapter Content or outcome requirements -- chapter 3 Participation in social policy and social work learning Introduction 27; The policy background 27; The new context of involvement 28; Awareness: a pre-requirement for involvement 29; Engaging whom? 31; Challenging exclusion 33; Principles for / Peter Beresford -- chapter Promoting equality and inclusion -- chapter Barriers and resources -- chapter Support and retention -- chapter Assessment -- chapter 5 Students learning to learn Introduction 55; Have ye no nished with the learnin yet? 55; What is learning? 56; What is learning to learn? 57; Individuals as learners 57; Learning styles and strategies 58; The in?uence of the learning environment 62; Teaching learning to learn 63; / Viviene E. Cree -- chapter The in?uence of the learning environment -- chapter 6 Promoting interactive learning and teaching Introduction 67; Lectures 67; Learning groups: seminars, group learning and projects 70; Problem-based learning 72; Experiential learning 74; Critical analysis of theory 78; Supporting student learning: / Hilary Burgess -- chapter Learning groups: seminars, group learning and projects -- chapter 7 Walking the assessment tightrope Introduction 82; The purpose of assessment 82; Building an assessment strategy 84; Different forms of assessment 86; Peer / Beth R. Crisp -- chapter Building an assessment strategy -- chapter 8 Towards eLearning: opportunities and challenges Introduction 95; Learning in the information society 97; eLearning in social policy and social work 98; Three stages of engaging with eLearning 100; Challenges to educators 102; / Jackie Rafferty -- chapter 9 Developing learning beyond the campus: increasing vocationalism and declining pedagogy? Introduction 109; The process of learning off-campus 110; Conceptual and explanatory issues 111; Social policy eldwork 112; / Duncan Scott -- chapter The process of learning off-campus -- chapter Conceptual and explanatory issues -- chapter 10 Interprofessional education / Melanie Ashford -- chapter Educator perspective -- chapter 11 Continuing professional development and education Introduction 138; Who are the learners? 139; The context for CPD 140; What should CPD students learn? 144; How might CPD students be enabled to learn? 147; Examples of teaching / Pat Higham -- chapter 12 Globalization: implications for learning and teaching Introduction 153; Relevance and suitability: two challenges 155; The professional context 160; Student mobility 163; Conclusion 165; / Zo Irving -- chapter The professional context -- chapter Student mobility -- chapter Conclusion -- chapter Useful websites -- chapter 13 International perspectives Introduction 169; A comparative perspective on the role of the state in welfare 170; De?nitions and rationale 173; Implementation issues and resources for internationalizing the curriculum 177; / Karen Lyons -- chapter 14 Developing the university as a learning organization Introduction 184; Modernization and the learning organization 185; The learning organization 186; The scholarship of learning and teaching 189; Strategies to support the development of the scholarship of learning and teaching in social policy and social work 192; The importance of academic management 195; / Imogen Taylor -- chapter The scholarship of learning and teaching. |
| Record Nr. | UNINA-9910784723503321 |
| New York : , : RoutledgeFalmer, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Effective learning and teaching in social policy and social work / / [edited by] Hilary Burgess and Imogen Taylor
| Effective learning and teaching in social policy and social work / / [edited by] Hilary Burgess and Imogen Taylor |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York, : RoutledgeFalmer, 2004 |
| Descrizione fisica | xx, 229 p |
| Disciplina | 361.2/5 |
| Altri autori (Persone) |
BurgessHilary <1954->
TaylorImogen |
| Collana | Effective learning and teaching in higher education series |
| Soggetto topico |
Social policy - Study and teaching (Higher)
Human services - Study and teaching (Higher) Social work education |
| ISBN |
1-134-31174-5
1-134-31175-3 1-280-09621-7 0-203-44342-X 0-203-41589-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | chapter 1 Dancing on a moving carpet: the changing context Introduction 1; Conceptualizing change in higher education 1; Changes in learning and teaching 6; Challenges for social policy and social work lecturers: commonality and differentiation 8; / Pat Young -- chapter Changes in learning and teaching -- chapter 2 Designing the curriculum: complexity, coherence and innovation Introduction 13; Mapping curriculum design 13; Contexts 14; Time 14; Participation 16; Choice of educational approach 17; Constructive alignment 19; Content or outcome requirements 20; Modes of delivery 22; Balancing educational, institutional and practical considerations 23; Imagination, creativity and innovation 25; / Hilary Burgess -- chapter Content or outcome requirements -- chapter 3 Participation in social policy and social work learning Introduction 27; The policy background 27; The new context of involvement 28; Awareness: a pre-requirement for involvement 29; Engaging whom? 31; Challenging exclusion 33; Principles for / Peter Beresford -- chapter Promoting equality and inclusion -- chapter Barriers and resources -- chapter Support and retention -- chapter Assessment -- chapter 5 Students learning to learn Introduction 55; Have ye no nished with the learnin yet? 55; What is learning? 56; What is learning to learn? 57; Individuals as learners 57; Learning styles and strategies 58; The in?uence of the learning environment 62; Teaching learning to learn 63; / Viviene E. Cree -- chapter The in?uence of the learning environment -- chapter 6 Promoting interactive learning and teaching Introduction 67; Lectures 67; Learning groups: seminars, group learning and projects 70; Problem-based learning 72; Experiential learning 74; Critical analysis of theory 78; Supporting student learning: / Hilary Burgess -- chapter Learning groups: seminars, group learning and projects -- chapter 7 Walking the assessment tightrope Introduction 82; The purpose of assessment 82; Building an assessment strategy 84; Different forms of assessment 86; Peer / Beth R. Crisp -- chapter Building an assessment strategy -- chapter 8 Towards eLearning: opportunities and challenges Introduction 95; Learning in the information society 97; eLearning in social policy and social work 98; Three stages of engaging with eLearning 100; Challenges to educators 102; / Jackie Rafferty -- chapter 9 Developing learning beyond the campus: increasing vocationalism and declining pedagogy? Introduction 109; The process of learning off-campus 110; Conceptual and explanatory issues 111; Social policy eldwork 112; / Duncan Scott -- chapter The process of learning off-campus -- chapter Conceptual and explanatory issues -- chapter 10 Interprofessional education / Melanie Ashford -- chapter Educator perspective -- chapter 11 Continuing professional development and education Introduction 138; Who are the learners? 139; The context for CPD 140; What should CPD students learn? 144; How might CPD students be enabled to learn? 147; Examples of teaching / Pat Higham -- chapter 12 Globalization: implications for learning and teaching Introduction 153; Relevance and suitability: two challenges 155; The professional context 160; Student mobility 163; Conclusion 165; / Zo Irving -- chapter The professional context -- chapter Student mobility -- chapter Conclusion -- chapter Useful websites -- chapter 13 International perspectives Introduction 169; A comparative perspective on the role of the state in welfare 170; De?nitions and rationale 173; Implementation issues and resources for internationalizing the curriculum 177; / Karen Lyons -- chapter 14 Developing the university as a learning organization Introduction 184; Modernization and the learning organization 185; The learning organization 186; The scholarship of learning and teaching 189; Strategies to support the development of the scholarship of learning and teaching in social policy and social work 192; The importance of academic management 195; / Imogen Taylor -- chapter The scholarship of learning and teaching. |
| Record Nr. | UNINA-9910818117503321 |
| New York, : RoutledgeFalmer, 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The trap / / Melanie Raabe ; translated by Imogen Taylor
| The trap / / Melanie Raabe ; translated by Imogen Taylor |
| Autore | Raabe Melanie <1981-> |
| Pubbl/distr/stampa | New York, New York ; ; Boston, Massachusetts : , : Grand Central Publishing, , [2016] |
| Descrizione fisica | 1 online resource (258 pages) |
| Disciplina | 833.92 |
| Soggetto topico |
Sisters - Crimes against
Novelists |
| ISBN |
1-4555-9291-9
1-4555-6768-X |
| Classificazione | FIC019000FIC030000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover -- Title Page -- Welcome -- 1 -- 2 -- 3 -- 4 -- 5 -- 6 -- 7 -- 8 -- 9 -- 10 -- 11 -- 12 -- 13 -- 14 -- 15 -- 16 -- 17 -- 18 -- 19 -- 20 -- 21 -- 22 -- 23 -- 24 -- 25 -- 26 -- 27 -- 28 -- 29 -- 30 -- 31 -- 32 -- 33 -- 34 -- 35 -- Acknowledgments -- About the Author -- Reading Group Guide -- Newsletters -- Table of Contents -- Copyright. |
| Record Nr. | UNINA-9910148590503321 |
Raabe Melanie <1981->
|
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| New York, New York ; ; Boston, Massachusetts : , : Grand Central Publishing, , [2016] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||