Education has become one of our major concerns, at the heart of any strategy for prosperity and social cohesion. But young people are having more difficulty than ever before in adapting to the world they will enter as adults. Tom Bentley argues that if education is to meet the emerging challenges of the twenty-first century, we must recognise that learning takes place far beyond the formal education sector. We cannot rely solely on dedicated teachers to deliver the understanding and personal qualities young people will need. Instead we must connect what happens in schools to wider opportunities for learning. Drawing on a wide-ranging review of educational innovation and on contemporary analysis of economic, social and technological change, this book shows that creating an education revolution requires us to think far more radically about young people and the options for reform, and outlines a vision of education fit for the twenty-first century. Tom Bentley is a senior researcher at Demos, the independent think-tank. He was born and educated in East London and at Oxford University. His research areas include: young people, education, the future of work and combating of social exclusion.
"The first curricular-focused outdoor learning textbook for prospective and practising K-12 teachers, this book provides both academic justification and practical support for educators working in a wide variety of environments and with ...
This volume presents case studies of language learning beyond the classroom. The studies draw on a wide range of contexts, from North and South America to Europe and the Asia-Pacific region.
This book explores the history of the unschooling movement and the forces shaping the trajectory of the movement in current times.
Learning Beyond the Classroom can help librarians include information literacy concepts within co-curricular activities and prepare their students to apply critical thinking to everyday pursuits."--Résumé de l'éditeur.
This volume features examples of SoTL research conducted in, and applied to, a variety of contexts and disciplines, offering a theoretical framework for an expanded vision of SoTL—one that moves beyond the individual classroom.
In this book, the authors explain how to implement a curricular approach for educating students beyond the classroom.
Ghaye, T. (2011) Teaching and Learning through Reflective Practice: A Practical Guide for Positive Action, 2nd edn, ... Graves, S. and Williams, K. (2017) 'Investigating the role of the HLTA in supporting learning in English schools', ...
Mindful leadership is grounded in Buddhist perspectives (Suzuki & Dixon, 1970; Whitelaw, 2012), Stoic philosophy (Holiday, 2014), the latest neuroscience and psychological research (Bresciani Ludvik, 2016; Siegel, 2010), ...
It's a fast-paced, fun, supportive, and personally engaging environment. This book shows training facilitators the proven techniques that help learners get more out of the material.
In D. Gardner (Ed.), Learner autonomy 10: Integration and support (pp. 1–7). Dublin: Authentik. Gardner, D. (2011). Looking in and looking out: Managing a self-access centre. In D. Gardner (Ed.), Fostering autonomy in language learning ...