Towards A Holistic Approach To Support Learners At Risk Of Interrupted Development
Download Towards A Holistic Approach To Support Learners At Risk Of Interrupted Development PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get Towards A Holistic Approach To Support Learners At Risk Of Interrupted Development book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages.
Towards a holistic approach to support learners at risk of interrupted development
The COVID-19 pandemic and the restrictions that came with it led to unprecedented disruptions in learner development and put them at risk of poor developmental outcomes. It is thus important that the extent of the disruption on their development and the support needs of learners be investigated. Researching the impact of the disruption should focus on holistic development. In this book, the authors use multiple research approaches and methods of gathering data in their respective fields to examine the impact of the disruption and determine the support needs of learners. Data gathered through the different methods are processed and findings are presented. The findings have implications for both practice and future research in the fields of inclusive education, learner support, educational psychology, movement education, Life Orientation and curriculum development.
Embedding Social Justice in Teacher Education and Development in Africa
This book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens. The edited volume focuses on a wide range of relevant aspects, such as decolonisation, economic models, environmental concerns, as well as multilingual and multicultural aspects of education. Evidence-based chapters cover strategies used to support preservice and in-service teachers on how best to tackle issues of social justice through induction activities, pedagogy and discipline content, involving local communities, and the role of technology, including the use of open educational resources. The principles underlying these strategies are being used in the COVID-19 pandemic and will be equally relevant in the post-COVID-19 world. This book will be of great interest for academics, researchers and postgraduate students in the fields of teacher education, African education, educational policy, international education and comparative education.
Constructing Capacities
Author: Patrick Alan Danaher
language: en
Publisher: Cambridge Scholars Publishing
Release Date: 2013-02-14
Constructing Capacities: Building Capabilities through Learning and Engagement explores several contemporary manifestations of individuals, groups and communities participating in varying types of learning and thereby engaging effectively and productively with their contexts and environments in order to build and develop their multiple capacities. These capacities are seen as crucial to overcoming particular kinds of challenges and to attaining specific types of aspirations that are valued highly by the respective individuals, groups and communities. Despite this common valuing of constructing capacities, we still know relatively little about how capacities can be built and enhanced in ways that are equitable, sustainable and transformative. Much of the literature highlights contextually specific factors that facilitate capacity-building for particular groups of participants at specific times, and that are founded on demonstrated principles such as understanding and engaging with those participants’ respective aspirations, circumstances and needs. Yet what works to develop capabilities in one context might not succeed in another context, even with the same participants – generating momentum and achieving scale and sustainability are often challenges when seeking to build capacities. For all these reasons, it is both timely and useful to extend contemporary understandings of capacities and how they can be constructed effectively and sustainably. The 14 chapters in this book take up this challenge by presenting theoretically framed and rigorously researched accounts of successful capacity-building in diverse educational settings, clustered around four foci: • conceptualising and contextualising capacities; • constructing students’ and teachers’ capacities; • constructing workers’ capacities; • constructing researchers’ capacities. These accounts generate new and important understandings of what capacities are, how they can be constructed and supported, and how they enhance positive outcomes for individuals and communities as well as nationally and globally.