In a range of professions, professional practice today is under threat. It is endangered, for example, by pressures of bureaucratic control, commodification, marketization, and the standardisation of practice in some professions. In these times, there is a need for deeper understandings of professional practice and how it develops through professional careers. Enabling Praxis: Challenges for education explores these questions in the context of initial and continuing professional education of teachers.
Get the confidence you need to ace the Praxis Core Prepping for the Praxis Core can feel like a pain—but it doesn't have to! Beginning with a thorough overview of the exam to ensure there are no surprises on test day, Praxis Core For Dummies with Online Practice Tests arms you with expert test-taking strategies and gives you access to the types of questions you're likely to encounter on the reading, writing, and mathematics portions of the Praxis Core Academic Skills For Educators exam. As a future educator, you know how thorough preparation can affect performance—and this is one exam that requires your very best. This hands-on study guide gives you all the study guidance, tried-and-true strategies, and practice opportunities you need to brush up on your strong suits, pinpoint where you need more help, and gain the confidence you need to pass the Praxis Core with flying colors. Get a detailed overview of the exam Take six full-length practice tests (two in the book and four additional tests online) Answer hundreds of practice questions Hone your test-taking skills This is the ultimate study guide to one of the most important tests you'll ever take.
An understandable perspective on the types of space propulsion systems necessary to enable low-cost space flights to Earth orbit and to the Moon and the future developments necessary for exploration of the solar system and beyond to the stars.
The Palgrave International Handbook of Action Research offers a vivid portrait of both theoretical perspectives and practical action research activity and related benefits around the globe, while attending to the cultural, political, social, historical and ecological contexts that localize, shape and characterize action research. Consisting of teachers, youth workers, counselors, nurses, community developers, artists, ecologists, farmers, settlement-dwellers, students, professors and intellectual-activists on every continent and at every edge of the globe, the movement sustained and inspired by this community was born of the efforts of intellectual-activists in the mid-twentieth century specifically: Orlando Fals Borda, Paulo Freire, Myles Horton, Kurt Lewin. Cross-national issues of networking, as well as the challenges, tensions, and issues associated with the transformative power of action research are explored from multiple perspectives providing unique contributions to our understanding of what it means to do action research and to be an action researcher. This handbook sets a global action research agenda and map for readers to consider as they embark on new projects.
This Handbook seeks to be the definitive reference for the large and growing field of Open Innovation. A comprehensive collection of short and authoritative chapters, the volume summarizes the most vital research published in Open Innovation. It is an essential reference for seasoned scholars, a welcome introduction for junior scholars, and a kick-start package for undergraduate and MBA students. Four editors, 75 reviewers, and 136 contributors collaboratively developed 57 chapter handbook chapters. These present the current state of the art featuring academic theory and managerial practice as well as the outlook for how open innovation should be further developed. The empirical, conceptual, and practical insights of the handbook highlight the importance of strengthening practice-inspired research and purposeful knowledge exchanges between individuals, organizations, and ecosystems.
This book was written to help people understand and transform education and professional practice. It presents and extends the theory of practice architectures, and offers a contemporary account of what practices are composed of and how practices shape and are shaped by the arrangements with which they are enmeshed in sites of practice. Through its empirically-based case chapters, the book demonstrates how the theory of practice architectures can be used as a theoretical, analytical, and transformational resource to generate insights that have important implications for practice, theory, policy, and research in education and professional practice. These insights relate to how practices are shaped by arrangements (and other practices) present in specific sites of practice, including early childhood education settings, schools, adult education, and workplaces. They also relate to how practices create distinctive intersubjective spaces, so that people encounter one another in particular ways (a) in particular semantic spaces, (b) that are realised in particular locations and durations in physical space-time, and (c) in particular social spaces. By applying such insights, readers can work towards changing practices by transforming the practice architectures that make them possible.
This open access book is the first of a two-volume series focusing on how people are being enabled or constrained to live well in today’s world, and how to bring into reality a world worth living in for all. The chapters offer unique narratives drawing on the perspectives of diverse groups such as: asylum-seeking and refugee youth in Australia, Finland, Norway and Scotland; young climate activists in Finland; Australian Aboriginal students, parents and community members; families of children who tube feed in Australia; and international research students in Sweden. The chapters reveal not just that different groups have different ideas about a world worth living in, but also show that, through their collaborative research initiative, the authors and their research participants were bringing worlds like these into being. The volume extends an invitation to readers and researchers in education and the social sciences to consider ways to foster education that realises transformed selves and transformed worlds: the good for each person, the good for humankind, and the good for the community of life on the planet. The book also includes theoretical chapters providing the background and rationale behind the notion of education as initiating people into ‘living well in a world worth living in'. An introductory chapter discusses the origins of the concept and the phrase.
This book represents views, frameworks and practices on stimulating and realising our optimal potential as human beings in the context of a workplace where there is a desire to achieve shared goals and aspirations in order to accomplish positive economic, societal and environmental impacts and outcomes. It describes a vision of how life and work in organisations could be. We describe a new kind of organisation. Being a good person and doing good things while making profit are a real possibility for those management innovators who think beyond immediate trade-offs. In this book we explore management innovation as core study field and arena for re-inventing and re-imagining how people in organisations could execute management activities such as planning, organising, leading and controlling for multiple stakeholder satisfaction and benefits. Work can be much more joyful and fulfilling than we think, but it requires courage from us to take responsibility when freedom is offered.
This book adopts collaborative autoethnography as its methodology, and presents the collective witnessing of experiences of the COVID-19 pandemic within the higher education sector. Through the presentation of staff and student experiences and what was learnt from them, the authors examine the global phenomenon that is the COVID-19 pandemic through the purposeful exploration of their own experiences. This book presents an overall argument about the state of higher education in the middle of the pandemic and highlights academic issues and region-specific challenges. The reflections presented in this book offer insights for other staff and students, as well as academic policy-makers, regarding the pandemic experiences of those within academia. It also offers practical suggestions as to how we as a global community can move forward post-pandemic.
How Schools Transform explores the process of transformation. This book moves beyond the why of transformation to consider how it is achieved by a range of schools around the world. Each chapter showcases a school-based example of transformation. Assessment, pedagogy, curriculum, leadership, values and learning are explored before considering the key principles required across schools to make transformation a reality. Bringing together examples from around the world, the contributing authors give relatable insights into the mechanics, approaches and principles that drive authentic and sustainable transformation of all sizes. These chapters include teacher voice, student voice, embedded cases, emerging themes, resonances and reflections and ways forward. How Schools Transform weaves real stories and authentic approaches that make transformation the reality and not just rhetoric.
