Based on papers from the IPrA Conference, which was held in Melbourne in 2009.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

Context in Literary and Cultural Studies is an interdisciplinary volume that deals with the challenges of studying works of art and literature in their historical context today. The relationship between artworks and context has long been a central concern for aesthetic and cultural disciplines, and the question of context has been asked anew in all eras. Developments in contemporary culture and technology, as well as new theoretical and methodological orientations in the humanities, once again prompt us to rethink context in literary and cultural studies. This volume takes up that challenge. Introducing readers to new developments in literary and cultural theory, Context in Literary and Cultural Studies connects all disciplines related to these areas to provide an interdisciplinary overview of the challenges different scholarly fields today meet in their studies of artworks in context. Spanning a number of countries, and covering subjects from nineteenth-century novels to rave culture, the chapters together constitute an informed, diverse and wide-ranging discussion. The volume is written for scholarly readers at all levels in the fields of Literary Studies, Comparative Literature, Cultural Studies, Art History, Film, Theatre Studies and Digital Humanities.

Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses What constitutes a context for learning? How do we engage the full resources of learners for learning? What are the relationships between different learning contexts? What forms of teaching can most effectively mobilise learning across contexts? How do we methodologically and theoretically conceptualise contexts for learning? Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces.

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

In Contexts of Accommodation, accommodation theory is presented as a basis for sociolinguistic explanation, and it is the applied perspective that predominates this edited collection. The book seeks to demonstrate how the core concepts and relationships invoked by accommodation theory are available for addressing altogether pragmatic concerns.

This volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries. The book’s initial chapters introduce and summarize recent discussions and developments in the conceptualization, implementation, and evaluation of international large-scale context assessments and provide an outlook on possible future developments. Subsequently, three thematic sections – “Student Background”, “Outcomes of Education Beyond Achievement”, and “Learning in Schools” – each present a series of chapters that provide the conceptual background for a wide range of important topics in education research, policy, and practice. Each chapter defines a conceptual framework that relates recent findings in the educational effectiveness research literature to current issues in education policy and practice. These frameworks were used to develop interesting and relevant indicators that may be used for meaningful reporting from international assessments, other cross-cultural research, or national studies. Using the example of one particular survey (the Programme for International Student Assessment (PISA 2015)), this volume links all theoretical considerations to fully developed questionnaire material that was field trailed and evaluated in questionnaires for students and their parents as well as teachers and principals in their schools. The primary purposes of this book are to inform readers about how education effectiveness research and international large-scale assessments are already interacting to inform research and policymaking; to identify areas where a closer collaboration of both fields or input from other areas could further improve this work; to provide sound theoretical frameworks for future work in both fields; and finally to relate these theoretical debates to currently available and evaluated material for future context assessments.

The noted contributors represent diverse theoretical approaches, but all share a focus on the family as the primary context of development - and the most important resource for children who are struggling

Contexts in Translating is designed to help translators understand the varieties of contexts and their importance for understanding a text and reproducing the meaning in another language. The contexts include the historical setting of writing a text, the cultural components that make a text unique, the types of audiences for which the translation is intended, and the most efficient and effective ways of producing a satisfactory representation of the source-language text. The structural levels of language are described, and the principal features of text organization are also explained. In addition, the main features of various books on translation are outlined, and a chapter on basic theories of translation is followed by a selective bibliography.