Yi Hwang (1501-1570), better known by his pen name T'oegye, is generally considered Korea's preeminent Neo-Confucian scholar. The Ten Diagrams on Sage Learning is his final masterpiece, a distillation of the learning and practice of a lifetime, and one of the most important works of Korean Neo-Confucianism. In it he crystallized the essence of Neo-Confucian philosophy and spiritual practice in ten brief chapters that begin with the grand vision of the universe and conclude with a description of a well-lived day. In To Become a Sage, Michael Kalton supplements a superb translation of this pivotal text with useful commentary that will greatly enhance its value and interest to the lay reader. The Ten Diagrams is the first complete primary text of Korean Neo-Confucianism to be translated into English. Korea's Yi Dynasty (1392-1910), the only East Asian regime founded exclusively under Neo-Confucian auspices, was unique in its allegiance to the orthodox Ch'eng Chu school, predominant in China, Korea, and Japan. Although the Ten Diagrams is a relatively short work, it fully presents the entire vision of Neo-Confucianism as framed in that school. Kalton provides a brief history of Neo-Confucianism in China and Korea as well as commentary that includes extensive passages from T'oegye's voluminous personal correspondence. These annotations expand the meaning distilled in each chapter. They help the uninitiated reader understand the basic elements of the complex Ch'eng Chu school of Neo-Confucianism, while enabling the scholar to distinguish characteristic aspects of Korean Neo-Confucianism as presented in the thought of the nation's leading philosopher of the time.

Features a simplified presentation of numerical methods by introducing and implementing SAGE programs An Introduction to SAGE Programming: With Applications to SAGE Interacts for Numerical Methods emphasizes how to implement numerical methods using SAGE Math and SAGE Interacts and also addresses the fundamentals of computer programming, including if statements, loops, functions, and interacts. The book also provides a unique introduction to SAGE and its computer algebra system capabilities; discusses second and higher order equations and estimate limits; and determines derivatives, integrals, and summations. Providing critical resources for developing successful interactive SAGE numerical computations, the book is accessible without delving into the mathematical rigor of numerical methods. The author illustrates the benefits of utilizing the SAGE language for calculus and the numerical analysis of various methods such as bisection methods, numerical integration, Taylor’s expansions, and Newton’s iterations. Providing an introduction to the terminology and concepts involved, An Introduction to SAGE Programming: With Applications to SAGE Interacts for Numerical Methods also features: An introduction to computer programming using SAGE Many practical examples throughout to illustrate the application of SAGE Interacts for various numerical methods Discussions on how to use SAGE Interacts and SAGE Cloud in order to create mathematical demonstrations Numerous homework problems and exercises that allow readers to practice their programming skillset A companion website that includes related SAGE programming code and select solutions to the homework problems and exercises An Introduction to SAGE Programming: With Applications to SAGE Interacts for Numerical Methods is an ideal reference for applied mathematicians who need to employ SAGE for the study of numerical methods and analysis. The book is also an appropriate supplemental textbook for upper-undergraduate and graduate-level courses in numerical methods.

The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.

"The book's chapters provide background on how and why the CIPP (Context, Input, Process, Product) Model was developed; a detailed presentation of the model; an explanation of the key role of an evaluation-oriented leader, who can decide what and when to evaluate; detailed presentations on evaluation design, budgeting, and contracting; procedures and tools for collecting, analyzing, and reporting evaluation information; and procedures for conducting standards-based meta-evaluations (evaluations of evaluations). These topics are interspersed with illustrative evaluation cases in such areas as education, housing, and military personnel evaluation"--

In this chapter, we described issues in conducting intervention research with students with learning disabilities on the secondary level. We main tained that interventions should be well-grounded in theories of learning as well as characterizations of learning disabilities (Pressley, Scruggs, & Mastropieri, 1989); that they should first be conducted in a series of highly controlled, laboratory-like experiments to carefully assess the potential utility of the intervention; and that, if the intervention is suc cessful in highly controlled settings, it should then be evaluated in class room applications. We maintained that research designs should evolve as the research questions become more applied, and that the results of laboratory research should be used to support the findings of classroom applications. Finally, we described several research designs that we have found useful in conducting classroom intervention research. There is a great deal more to conducting intervention research, of course, than experimental or quasi-experimental design. Intervention strategies likely to be effective must be identified, relevant literature must be reviewed, experimental materials must be developed, and cooperative schools, teachers, parents, and students must be located. Nevertheless, inadequate research designs can invalidate the best and most successful efforts in all of these areas, while effective and practical research designs can do much to document the best practices and advance our knowledge of effective interventions with students with learning disabilities. References Brigham, F. J. , Scruggs, T. E. , & Mastropieri, M. A. (1992).

In The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith considers how contemplative practices may find a place in higher education. By creating a bridge between contemplative practices and the Scholarship of Teaching and Learning (SoTL), Owen-Smith brings awareness of contemplative pedagogy to a larger audience of college instructors, while also offering classroom models and outlining the ongoing challenges of both defining these practices and assessing their impact in education. Ultimately, Owen-Smith asserts that such practices have the potential to deepen a student's development and understanding of the self as a learner, knower, and citizen of the world.

The aim of this text is to explore outdoor play in the early years focusing, in particular, on early years settings and young children aged 0 to 7 years.

This book provides educators and facilitators with a comprehensive overview of the historical underpinnings and philosophical orientations of adult education and adult learning while attending to the various roles individuals play both within and beyond the formal constraints of the classroom. Positioning learners' and instructors' educational narratives as central to the theories that inform adult education, Pathways of Adult Learning opens up a dialogue among students, educators, community members, scholars, and working professionals about the many possible avenues toward knowledge sharing. Employing a personal, accessible tone, Janet Groen and Colleen Kawalilak take up a relational approach that encourages readers to reflect upon their own experiences as learners within the broadening context of adult education. Conscious of the power imbalances that can emerge in both institutional and professional work and learning environments, this text explores specific teaching and facilitation strategies that effectively generate ideas and accommodate adult learners of varying gender orientations, socio-economic backgrounds, and ethnicities. Through their collaborative analysis of a diverse collection of first-person narratives, provided by both students and scholars working in the field, the authors construct a multi-faceted portrait of the status of adult learning today. Integrating a critical lens to explore how social, cultural, and economic factors influence and shape individual and collective pathways toward lifelong learning, this text is an indispensible guide for anyone studying or facilitating educational programming for adults in diverse work and learning contexts.