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"education"

In both paid and unpaid work contexts adults learn powerfully from their experiences. In this book, the authors argue that this should be the basis for a new perception of what is truly educational in life. Drawing on the works of Aristotle, Wittgenstein and Russell, along with contemporary conceptual work, they use both philosophical argument and empirical example to establish their view. This work will be of essential interest to philosophers of education and educational theorists worldwide. It will also interest teachers, trainers, facilitators, and all those with an interest in adult and vocational education. © 2002 David Beckett and Paul Hager.

Issues in Science Teaching covers a wide range of important issues which will interest teachers at all phases in the education system. The issues discussed include: The nature and purposes of science education in a multicultural society, including the idea of science for all. The role and purposes of investigational work in science education. Assessment, curriculum progression and pupil attitudes to their science experience. Supporting basic skills development in literacy, numeracy and ICT, through science teaching. Supporting cross-curricular work through science teaching. Taking account of individual differences including ability, special needs, learning style and the case for inclusion. The articles are strongly based on current research and are intended to stimulate and broaden debate among the readers. Written by practising science educators and teachers, this book offers new and interesting ways of developing science education at all levels. © 2000 selection and editorial matter John Sears and Pete Sorensen.

First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company. © R. Winter and M. Maisch 1996.

Making Sense of education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring major past and present conceptions of education, teaching and learning, this book makes philosophy of education relevant to the professional practice of teachers and student teachers, as well of interest to those studying education as an academic subject. The book is divided into three parts: • education, teaching and professional practice: issues concerning education, the role of the teacher, the relationship of educational theory to practice and the wider moral dimensions of pedagogy • learning, knowledge and curriculum: issues concerning behaviourist and cognitive theories of learning, knowledge and meaning, curriculum aims and content and evaluation and assessment • schooling, society and culture: issues of the wider social and political context of education concerning liberalism and communitarianism, justice and equality, differentiation, authority and discipline. This timely and up-to-date introduction assists all those studying and/or working in education to appreciate the main philosophical sources of and influences on present day thinking about education, teaching and learning. © 2003 David Carr. All rights reserved.

In a period of rapid social and economic change, labour markets are undergoing major transformations. This book explores the changing fortunes of young people in Europe’s flexible and precarious labour markets and the range of policies that are being developed to help them deal with the problems they face. The book draws on recent research carried out across Europe to highlight a number of key dilemmas for youth policy: what help is needed for young people and their parents in coping with lengthened transitions from school to work? What types of training and education are most effective? Is a switch from general to vocational education needed? Is workfare the right solution? The contributors, who are all leading authorities in the field, challenge the conventional wisdom in many of these areas. The book will be of interest to those researching and studying labour markets and youth policy, and to policy-makers and practitioners in these fields. © Harriet Bradley and Jacques van Hoof 2005.

Reforms funded by the School-to-Work Opportunities Act (STWOA) were enacted to help USA students learn career-related skills and prepare for entry into careers or post-secondary education. Information about the effectiveness of these reforms is critical to address students' career preparation needs and inform future policy. Yet few quantitative studies have examined the degree to which students learned career-related skills or participated in STW activities in their school. This district-wide study of a STW partnership in southwestern Pennsylvania examined students' participation in school-to-work activities, students' knowledge and use of career-related resources, and students' perceptions of the degree they learned basic and career-related skills from their school. Results of the study indicated that students' knowledge of career skills and participation in career-related activities varied by activity type and grade level. Although students were aware of career-related resources, many of these resources appear to be underutilized by students. © 2005 Taylor & Francis Group, LLC.

The following outline of a workplace landscape of learning is one way of charting some of the learning resources outside of the current educational system. Whereas learning in schools has been extensively researched, workplace learning has enjoyed less attention from educational researchers. The purpose of this chapter is to describe key learning resources at the workplace. Vocational students tend to prefer learning their profession in the workplace rather than at school. In the dual system of vocational training in the Scandinavian countries, students spend part of their four years of training in a workplace and part of it at school. In a Danish questionnaire survey, the majority expressed a preference to learning their profession in a workplace rather than at school (Nielsen, 2003a). Similarly, a Norwegian study found that more than 90% expressed how they preferred the workplace to the school (Mjelde, 2003). © Elena Antonacopoulou, Peter Jarvis, Vibeke Andersen, Bente Elkjaer and Steen Høyrup 2005 and contributors 2005.