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Diverse pedagogical approaches to experiential learning . Volume II Multidisciplinary case studies, reflections, and strategies / / Karen Lovett, editor
| Diverse pedagogical approaches to experiential learning . Volume II Multidisciplinary case studies, reflections, and strategies / / Karen Lovett, editor |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2022] |
| Descrizione fisica | 1 online resource (213 pages) |
| Disciplina | 370.117 |
| Soggetto topico |
Culturally relevant pedagogy
Aprenentatge per experiència Estudi de casos |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-83688-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword: Beyond the Answer of Experiential Learning-Raising Questions for Transformative Teaching and Learning -- References -- Acknowledgments -- Contents -- Notes on Contributors -- List of Tables -- Chapter 1: Introduction: Ongoing Deliberations on the Meaning and Value of EL -- The Office of Experiential Learning and the University of Dayton -- Community Engagement and Building Relationships Beyond the Classroom -- Fostering Entrepreneurship, Creativity, and Problem-Solving Skills -- Race, Gender, Faith, and Cross-Cultural Perspectives in Experiential Learning -- Supporting Student Development Through Mentorship and Reflection -- Lessons and Takeaways -- References -- Section I: Community Engagement: Building Relationships Beyond the Classroom -- Chapter 2: Community-Engaged Learning: Sticky Learning About the Social World -- Sticky Learning -- Learning What I Cannot Teach -- Reflection -- Stars in the Sky -- References -- Chapter 3: Desperate Times Call for Experiential Learning: The Evolution of the Community Agency Project -- Experiential Learning in Teacher Education -- Collaborative Agency Project (CAP) -- Lessons Learned from Faculty -- Lessons Learned from Students -- References -- Chapter 4: Human Rights Education Through Experiential Learning -- Human Rights Education -- The Human Rights Center -- Human Rights Advocacy -- High-Impact Programs -- The Moral Courage Project -- The Malawi Human Rights and Development Practicum -- Abolition Ohio -- Main Takeaways -- Conclusion -- References -- Section II: Fostering Entrepreneurship, Creativity, and Problem-Solving Skills -- Chapter 5: Alumni Engagement Through Applied Creativity: A Case Study -- Introduction to IACT -- Laying the Groundwork for Alumni Engagement -- Connecting Students with Alumni -- The Ambiguity of a New Process -- The Pivot to Online.
Lessons Learned and Moving Forward -- References -- Chapter 6: An Experiential Learning Revolution: Engaging Business Students with Diverse Digital and Non-Digital Immersive Experiences with Not-for-Profit and for-Profit Organizations -- EL for Diverse Learning Styles -- Discovering Simulations as an Effective EL Approach for Business Students -- Client Projects as an Effective EL Opportunity -- Conclusion -- References -- Chapter 7: Experiential Learning in Laboratory Courses: Reflections on the Tiny Earth Curriculum -- Experiential Learning in Science Laboratory Classes? -- Biology Curriculum at the University of Dayton -- Introduction of the Tiny Earth Curriculum -- Students: The Tiny Earthlings -- Outcomes and Findings -- Personal Reflections -- References -- Section III: Race, Gender, Faith, and Cross-Cultural Perspectives in Experiential Learning -- Chapter 8: Leveraging Experiential Learning to Create Inclusive Community at Predominantly White Institutions -- Challenges Delivering a Transformational EL Experience Within Rigid Structures -- Actively Creating a Space Conducive for EL -- Leveraging EL and Collaborations to Create a More Inclusive Community -- References -- Chapter 9: 393 Guineas: A Dialogue on Experiential Learning and Feminist Theory -- Feminist Pedagogy -- Project Overview -- Feminist Dialogue -- The Feminist Classroom in the Academy -- The Project and the Goals -- To Be a Student and a Teacher in Feminist Spaces -- Feminist Failure -- References -- Chapter 10: Learning from Faith-Based Cross-Cultural Immersions -- Development Beyond Cognitive -- Immersion Programs -- Encountering Different Cultures and Approaches to Life -- Witnessing Economic Inequality, Social and Political Injustice, and Environmental Concerns -- Watching and Listening to Local Community Leaders -- Reflecting on the Experiences -- Conclusion -- References. Section IV: Supporting Student Development Through Mentorship and Reflection -- Chapter 11: Nurturing Learning Through the Pre-clinical Music Therapy Supervision Relationship -- Music Therapy Background -- Situating Self and This Chapter -- Music Therapy Supervision -- Role of Pre-clinical Training in Music Therapy Education -- Student-Supervisor Relationship -- Different Types of Student-Supervisor Relationships -- Student and Supervisor Identities and Relational Dynamics -- Student-Supervisor-Setting Relationships -- Ecological Factors -- Therapy Participant Identities -- Role of Music and Musical Identities -- Strategies to Deepen Supervision Relationships and Learning -- Acknowledge, Validate, and Explore Different Identities and Ecologies -- Practice Healthy Communication and Honor Student Expertise -- Commit to Personal Work Outside of the Supervision Relationship -- Take Action When Supervision Is Not Working -- Adaptations to Other Disciplines and Conclusion -- References -- Chapter 12: Assigning Reflection in Experiential Learning for Professional Formation -- The Externship Course -- Formation of Professional Identity -- Explaining Reflective Practice -- Creating Reflective Assignments -- Making the Reflective Process Tangible -- Conclusion -- References -- Chapter 13: Encouraging Growth Through Experiential Education: Contributions of a Teacher Educator -- Introduction -- Program Background -- Experiential Learning Framework -- Aligned, Accessible Support Strategies Add Potential to Students' Experience -- The Importance of Students' Intrapersonal, Academic, and Professional Development -- Supporting Students Struggling with Intrapersonal Demands -- Supporting Students Experiencing Academic and Professional Demands -- The Importance of Monitoring and Encouraging Reciprocal Relationships. Support Strategies to Help Students Build Reciprocal Relationships -- Support Strategies to Help Students Connect with Field Experts -- Applying Learning to New Challenges -- References -- Chapter 14: Afterword: Reflecting on Post-COVID Experiential Education and Learning -- Hybrid and Fully Remote Work: New Required Skills -- Post-COVID Experiential Opportunities: Questions for Faculty and Administrators -- Conclusion -- References. |
| Record Nr. | UNINA-9910544865003321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Educational leadership through a practice lens : practice matters / / Jane Wilkinson
| Educational leadership through a practice lens : practice matters / / Jane Wilkinson |
| Autore | Wilkinson Jane |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (208 pages) |
| Disciplina | 371.2 |
| Collana | Educational Leadership Theory |
| Soggetto topico |
Educational leadership - Social aspects
Lideratge en l'educació Aprenentatge per experiència |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-7629-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Series Editors' Foreword -- Acknowledgements -- Contents -- 1 Introduction: Educational Leadership Through a Practice Lens -- 1.1 Introduction -- 1.2 Why Adopt a Practice Lens in Education? -- 1.3 Educational Leadership Through a Practice Lens -- 1.4 Re-conceptualising Educational Leading as Practice/Praxis -- 1.5 Pedagogy and Educational Leading as Practice/Praxis -- 1.6 Conclusion -- References -- 2 Re-conceptualising Practice and Praxis in Educational Leadership -- 2.1 Introduction -- 2.2 Re-turning to Practice -- 2.3 Re-turning to Praxis -- 2.3.1 Jane's Story -- 2.4 Mapping Praxis: A Neo-Aristotelean Approach -- 2.5 Mapping Praxis: A Post-Marxist Approach -- 2.6 Conclusion -- References -- 3 Practice Matters -- 3.1 Theory of Practice Architectures -- 3.2 Ecologies of Practices -- 3.3 Site Ontologies: What Have Sites Got to Do with It? -- 3.4 Differences and Affordances Between Practice Architectures and Site Ontologies Approaches -- 3.5 Conclusion -- References -- 4 Power Matters -- 4.1 Introduction -- 4.2 Field and Capital -- 4.3 Linking Field and Habitus -- 4.4 Entering the Game of Educating -- 4.5 Bringing Bourdieu and Practice Architectures Theory into Dialogue -- 4.6 Affordances of a Dual Practice Architectures and Bourdieuian Lens -- 4.7 Feminist Critical Scholarship -- 4.8 Feminist Critical Scholarship in Dialogue with Practice Approaches -- 4.9 Conclusion -- References -- 5 Instructional Leading Through a Practice Lens -- 5.1 Introduction -- 5.2 Part One: Mapping the Practice Architectures of Big River Catholic Education District -- 5.2.1 Orchestrating School Improvement: A Case of Travelling Practices -- 5.3 Part Two: Mapping the Changing Practice Landscape of Ringtail School -- 5.4 Coaching Conversations as a Site of Travelling Practices for Whole School Improvement.
5.4.1 Coaching Conversations at Ringtail Catholic Secondary School: Setting the Scene -- 5.4.2 Orchestrating New Practice Architectures of Instructional Leading and Professional Learning Through Coaching Conversations -- 5.5 Orchestrating School Improvement: Educational Leading as Pedagogical Praxis/Practice -- 5.6 Drawing the Threads Together -- 5.7 Part Three: Theoretical Implications -- 5.7.1 Being Recognised as a 'Competent Participant' -- 5.7.2 Contestation Matters -- 5.8 Conclusion -- References -- 6 Leading as a Socially Just Practice -- 6.1 Preamble -- 6.2 Introduction -- 6.3 Mapping the Practice Architectures Reshaping Regional High School -- 6.4 Developing Whole School Practices of/for Social Justice and Inclusion -- 6.5 Transformations in Practice Architectures of/for Socially Just and Inclusive Practices at Regional High School -- 6.6 Transformations in Practice Architectures of/for Socially Just and Inclusive Practices at Regional Education Office -- 6.7 Leading as a Socially Just Practice: A Contested Practice -- 6.8 Conclusion: Towards Researching Educational Leading as a Socially Just Practice -- References -- 7 Emotions Matter: Theorising Emotions in Practice -- 7.1 Introduction -- 7.2 Emotions Matter: Theorising Emotions in Practice -- 7.3 Emotions in the Social Sciences: The Return of the Repressed -- 7.4 Emotions in Practice -- 7.4.1 Emotions, Affect and Practice: Humanistic and Posthumanistic Approaches -- 7.5 The Place of Emotions in Site Ontologies -- 7.6 The Place of Emotions in Practice Architectures Theory -- 7.7 Emotions as Sites of Knowing in Feminist Scholarship -- 7.8 Educational Leading as Emotional Labour -- 7.9 Drawing the Threads Together -- 7.10 Conclusion -- References -- 8 The Emotional Labour of Educational Leading: A Practice Lens -- 8.1 Introduction. 8.2 Mapping the Practice Architectures of Victorian Education -- 8.3 School Sites and Methodology -- 8.4 Community Making as a Contested Project of Caring -- 8.5 A Critical Incident: Breakdowns in Community Making/Caring -- 8.6 Community Making and Caring as Emotional Labour -- 8.6.1 Different Forms of Teacherly 'Know-How' -- 8.6.2 Different Forms of Principalship 'Know-How' -- 8.7 The Emotional Labour of Educational Leading Through a Practice Lens -- 8.8 Conclusion -- References -- 9 Leading Matters: A Modest Manifesto -- 9.1 Introduction -- 9.2 Drawing the Threads Together -- 9.3 Conclusion: Putting Educational Leadership in Its Place -- References -- Index. |
| Record Nr. | UNINA-9910513581503321 |
Wilkinson Jane
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| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Experiential education and training for employment in justice occupations / / Peter Charles Kratcoski, Peter Christopher Kratcoski
| Experiential education and training for employment in justice occupations / / Peter Charles Kratcoski, Peter Christopher Kratcoski |
| Autore | Kratcoski Peter Charles |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (115 pages) |
| Disciplina | 370.1523 |
| Collana | SpringerBriefs in Psychology |
| Soggetto topico |
Experiential learning
Professional education Treballadors Justícia Aprenentatge per experiència Educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-80331-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910495175503321 |
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Kratcoski Peter Charles
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| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Victorian culture and experiential learning : historical encounters in the classroom / / Kevin A. Morrison, editor
| Victorian culture and experiential learning : historical encounters in the classroom / / Kevin A. Morrison, editor |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2022] |
| Descrizione fisica | 1 online resource (202 pages) |
| Disciplina | 901 |
| Soggetto topico |
Civilization - Study and teaching
Manners and customs - Study and teaching Aprenentatge per experiència Usos i costums |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030937911
9783030937904 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910552727503321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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