This book is intended to help college faculty create conditions in which students learn to construct knowledge in their disciplines and achieve self-authorship. A significant and often overlooked dimension mediating learning and self-authorship centers on learners' ways of knowing, or their assumptions about the nature, limits, and certainty of knowledge. A learner who assumes that all knowledge is certain expects to hear answers from an authority figure; in contrast, a learner who views knowledge as relative expects to explore multiple viewpoints. By taking a constructive-developmental approach, the author demonstrates how students' ability to construct knowledge is intertwined with the development of their assumptions about knowledge itself and their role in creating it. She shows how the structure of constructive-developmental teaching hinges on three principles: validating students' ability to know, situating learning in students' experience, and defining learning as teachers and students mutually constructing meaning. The book also takes abstract pedagogical principles and translates them into practical approaches.--

A major concern in current anthropological thinking is that the method of recording or translating into writing a society's cultural expressions--dance, rituals, pottery, the social use of space, et al--cannot help but fundamentally alter the meaning of the living words and deeds of the culture in question. Consequently, recent researchers have developed more dialogic methods for collecting, interpreting, and presenting data. These new techniques have yielded much success for anthropologists working in Latin America, especially in their efforts to understand how economically, politically, and socially subordinated groups use culture and language to resist the dominant national culture and to assert a distinct historical identity. This collection addresses these issues of "texts" and textuality as it explores various Latin American languages and cultures.

To make sense of the world, we’re always trying to place things in context, whether our environment is physical, cultural, or something else altogether. Now that we live among digital, always-networked products, apps, and places, context is more complicated than ever—starting with "where" and "who" we are. This practical, insightful book provides a powerful toolset to help information architects, UX professionals, and web and app designers understand and solve the many challenges of contextual ambiguity in the products and services they create. You’ll discover not only how to design for a given context, but also how design participates in making context. Learn how people perceive context when touching and navigating digital environments See how labels, relationships, and rules work as building blocks for context Find out how to make better sense of cross-channel, multi-device products or services Discover how language creates infrastructure in organizations, software, and the Internet of Things Learn models for figuring out the contextual angles of any user experience

"Context-based science education has led to the transformation of science education in countries all over the world, with changes also visible in learning environments and how these are being shaped. These changes involve authentic problems on research and design, new types of interactions within communities of practice, new content areas and also new challenges for teachers in teaching, motivating, scaffolding and assessing their students, among other things.This book focuses on context-based science education and its resulting changes in the perspective of research on learning environments. It also focuses on the implications for the teachers and the professional development of their competencies and beliefs.The book consists of eleven chapters by experts in various themes surrounding learning environments research and science education, preceded by and concluded with a chapter with reflections on context-based learning environments in science by the editors of this book. The conclusion they draw is that professional development of science teachers may be the most important and the most difficult part of the process of teachers creating context-based learning environments in science, as is the focus in the title of this book."

Drawing on examples from British world expressions of Christianity, this collection further greater understanding of religion as a critical element of modern children’s and young people’s history. It builds on emerging scholarship that challenges the view that religion had a solely negative impact on nineteenth- and twentieth-century children, or that ‘secularization’ is the only lens to apply to childhood and religion. Putting forth the argument that religion was an abiding influence among British world children throughout the nineteenth and most of the twentieth centuries, this volume places ‘religion’ at the center of analysis and discussion. At the same time, it positions the religious factor within a broader social and cultural framework. The essays focus on the historical contexts in which religion was formative for children in various ‘British’ settings denoted as ‘Anglo’ or ‘colonial’ during the nineteenth and early- to mid-twentieth centuries. These contexts include mission fields, churches, families, Sunday schools, camps, schools and youth movements. Together they are treated as ‘sites’ in which religion contributed to identity formation, albeit in different ways relating to such factors as gender, race, disability and denomination. The contributors develop this subject for childhoods that were experienced largely, but not exclusively, outside the ‘metropole’, in a diversity of geographical settings. By extending the geographic range, even within the British world, it provides a more rounded perspective on children’s global engagement with religion.

"Volume 3 of the revised and expanded edition of English in today's research world"--T.p.

This volume, IFIP AICT 660, constitutes the refereed proceedings of the IFIP WG 8.6 International Working Conference "Co-creating for Context in Prospective Transfer and Diffusion of IT" on Transfer and Diffusion of IT, TDIT 2022, held in Maynooth, Ireland, during June 15–16, 2022. The 19 full papers and 10 short papers presented were carefully reviewed and selected from 60 submissions. The papers focus on the re-imagination of diffusion and adoption of emerging technologies. They are organized in the following parts:

Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.

Entropic Creation is the first English-language book to consider the cultural and religious responses to the second law of thermodynamics, from around 1860 to 1920. According to the second law of thermodynamics, as formulated by the German physicist Rudolf Clausius, the entropy of any closed system will inevitably increase in time, meaning that the system will decay and eventually end in a dead state of equilibrium. Application of the law to the entire universe, first proposed in the 1850s, led to the prediction of a future 'heat death', where all life has ceased and all organization dissolved. In the late 1860s it was pointed out that, as a consequence of the heat death scenario, the universe can have existed only for a finite period of time. According to the 'entropic creation argument', thermodynamics warrants the conclusion that the world once begun or was created. It is these two scenarios, allegedly consequences of the science of thermodynamics, which form the core of this book. The heat death and the claim of cosmic creation were widely discussed in the period 1870 to 1920, with participants in the debate including European scientists, intellectuals and social critics, among them the physicist William Thomson and the communist thinker Friedrich Engels. One reason for the passion of the debate was that some authors used the law of entropy increase to argue for a divine creation of the world. Consequently, the second law of thermodynamics became highly controversial. In Germany in particular, materialists and positivists engaged in battle with Christian - mostly Catholic - scholars over the cosmological consequences of thermodynamics. This heated debate, which is today largely forgotten, is reconstructed and examined in detail in this book, bringing into focus key themes on the interactions between cosmology, physics, religion and ideology, and the public way in which these topics were discussed in the latter half of the nineteenth and the first years of the twentieth century.