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A.S. Meaning Education: A Critical Analysis of its Impact on Current Trends
Author: Dr. Evelyn Reed, Professor of Educational Philosophy, University of California, Berkeley. Dr. Reed has published extensively on the philosophy of education, focusing on critical pedagogy and the impact of technology on learning.
Publisher: Routledge, a leading academic publisher with a strong reputation for publishing high-quality research in education and social sciences.
Editor: Dr. David Miller, Senior Editor at Routledge, with over 20 years of experience editing scholarly works in education and the humanities.
Keywords: a.s. meaning education, alternative schooling, unschooling, self-directed learning, democratic education, homeschooling, personalized learning, future of education, educational philosophy, learning styles.
Abstract: This analysis critically examines the evolving meaning of "a.s." (alternative schooling) within the broader context of education. We explore how this term encompasses various pedagogical approaches, including unschooling, democratic schools, and homeschooling, and analyze their influence on contemporary educational trends. The impact of technological advancements, societal shifts, and evolving learning theories on the interpretation and practice of a.s. meaning education is also discussed. The paper concludes by considering the potential future trajectories of a.s. meaning education and its implications for the overall landscape of learning.
1. Defining "A.S. Meaning Education": A Multifaceted Landscape
The phrase "a.s. meaning education" is inherently ambiguous, intentionally encompassing a diverse range of educational approaches that deviate from traditional schooling models. While "a.s." often stands for "alternative schooling," its meaning is far from uniform. It broadly encompasses any educational approach that prioritizes learner autonomy, self-directed learning, and a rejection of standardized curricula and assessment methods. This can include:
Unschooling: A radical approach where children's learning is entirely child-led, emerging from their interests and experiences. Formal schooling is absent, replaced by real-world learning and exploration. The philosophy behind unschooling profoundly challenges the very notion of "school" as the primary site of education. Within the framework of a.s. meaning education, unschooling represents a powerful statement against institutionalized learning.
Homeschooling: A more widely practiced form of a.s. meaning education, homeschooling involves parents or guardians taking direct responsibility for their children's education at home. Homeschooling ranges from closely structured programs mimicking traditional schooling to completely unstructured approaches aligning with unschooling philosophies. The diversity of homeschooling practices demonstrates the breadth of a.s. meaning education.
Democratic Schools: These schools are characterized by student governance, shared decision-making, and a focus on community building. The curriculum is often collaborative and responsive to students' interests, reflecting the core values of a.s. meaning education. They prioritize social-emotional learning alongside academic skills.
Waldorf Education: Emphasizes holistic development through creative arts, experiential learning, and a focus on nurturing individual learning styles. While more structured than unschooling, it still deviates significantly from traditional schooling, embodying a particular interpretation of a.s. meaning education.
Montessori Education: A child-centered approach that focuses on self-directed activity, hands-on learning, and collaborative play. Montessori schools offer a structured yet flexible learning environment, contributing to a nuanced understanding of a.s. meaning education.
2. The Impact of A.S. Meaning Education on Current Trends
The rise of a.s. meaning education reflects several significant shifts in contemporary society and educational philosophy:
Critique of Standardized Education: Growing dissatisfaction with the limitations of standardized testing and curriculum has fueled the demand for more personalized and learner-centered approaches. The rigidity of traditional schooling is increasingly seen as failing to cater to diverse learning styles and needs, leading many to seek alternatives.
Technological Advancements: The internet and digital technologies have empowered self-directed learning, making access to vast resources and learning communities easier than ever before. This has accelerated the growth and accessibility of different forms of a.s. meaning education. Online learning platforms and digital tools now allow for personalized learning experiences tailored to individual needs and interests.
Emphasis on Social-Emotional Learning: A growing awareness of the importance of social-emotional development in overall well-being has led to a greater appreciation of educational approaches that prioritize community building, collaboration, and emotional intelligence. Many forms of a.s. meaning education inherently prioritize these aspects, contrasting with the often-competitive environment of traditional schools.
Parental Choice and Agency: Increased parental involvement in education, coupled with a desire for greater control over their children's learning experiences, has driven the growth of homeschooling and other forms of a.s. meaning education. Parents seek to customize their children's educational journeys to align with their values and aspirations.
3. Challenges and Criticisms of A.S. Meaning Education
Despite its growing popularity, a.s. meaning education faces several challenges and criticisms:
Lack of Standardization and Accreditation: The lack of standardized curricula and assessment methods in many forms of a.s. meaning education raises concerns about quality control and the potential for inconsistencies in learning outcomes. This lack of standardization makes it difficult to compare outcomes with traditional schooling and can pose challenges for college admissions.
Socialization Concerns: Concerns persist regarding the socialization of children educated outside of traditional school settings. While democratic schools and some homeschooling communities foster robust social interaction, critics argue that isolated learning environments can hinder social development.
Resource Disparities: Access to resources, including qualified tutors, learning materials, and technology, can be a significant barrier for families choosing a.s. meaning education. This creates inequities, particularly for low-income families, making a.s. meaning education less accessible for all.
4. The Future of A.S. Meaning Education
The future of a.s. meaning education is likely to be shaped by several factors:
Increased Integration of Technology: Technology will continue to play a significant role in shaping a.s. meaning education, providing personalized learning tools and connecting learners with global communities.
Emphasis on Hybrid Models: Hybrid models, combining elements of traditional schooling with aspects of self-directed learning, are likely to become increasingly prevalent, offering a balance between structure and flexibility.
Greater Regulatory Clarity: Increased regulatory clarity and standardization, while respecting the diversity of a.s. meaning education, could address concerns about quality and accessibility.
Growing Recognition of Diverse Learning Needs: Continued recognition of the diverse learning needs of students will further drive the demand for educational approaches that go beyond the limitations of traditional schooling.
Conclusion:
A.s. meaning education represents a dynamic and multifaceted landscape of pedagogical approaches that challenge traditional schooling models. While facing valid criticisms, the growing popularity of these alternatives reflects a broader societal shift towards personalized learning, learner autonomy, and a more holistic approach to education. As technology continues to evolve and societal expectations regarding education shift, a.s. meaning education will undoubtedly play an increasingly significant role in shaping the future of learning.
FAQs:
1. What are the main differences between unschooling and homeschooling? Unschooling is entirely child-led, with no structured curriculum, while homeschooling can range from highly structured programs to completely unstructured approaches.
2. Are children educated through a.s. meaning education prepared for college? It depends on the specific approach. Some a.s. meaning education models prioritize college preparation, while others focus on broader life skills and self-directed learning.
3. What are the potential downsides of a.s. meaning education? Potential downsides include lack of standardization, concerns about socialization, and resource disparities.
4. How can parents choose the right a.s. meaning education approach for their child? Careful consideration of the child's learning style, personality, and interests, as well as parental resources and philosophies, is crucial.
5. Is a.s. meaning education suitable for all children? No, it's essential to carefully consider a child's individual needs and learning styles before choosing an a.s. meaning education approach.
6. How is a.s. meaning education regulated? Regulations vary significantly by location, with some regions having more established frameworks than others.
7. What are the long-term benefits of a.s. meaning education? Potential long-term benefits include increased self-reliance, enhanced problem-solving skills, and greater adaptability.
8. How can a.s. meaning education be made more accessible to all families? Addressing resource disparities and providing greater support for families choosing alternative education options is crucial.
9. What role does technology play in a.s. meaning education? Technology is increasingly vital, providing access to learning resources, facilitating communication, and enabling personalized learning experiences.
Related Articles:
1. "The Unschooling Handbook: How to Give Your Child a Truly Excellent Education": Provides practical guidance for parents interested in unschooling.
2. "Democratic Schools: A Guide to Community-Based Learning": Explores the philosophy and practices of democratic schools.
3. "Homeschooling: A Parent's Guide to Success": Offers comprehensive advice on various aspects of homeschooling.
4. "The Impact of Technology on Self-Directed Learning": Analyzes the role of technology in facilitating self-directed learning.
5. "Social-Emotional Learning in Alternative School Settings": Examines the importance of social-emotional development in alternative educational environments.
6. "A Comparative Study of Achievement Outcomes in Traditional and Alternative Schools": Presents research comparing academic outcomes in different schooling models.
7. "The Future of Personalized Learning: Technology and the Learner-Centered Classroom": Discusses the role of technology in creating personalized learning experiences.
8. "Addressing Equity and Access in Alternative Education": Focuses on overcoming barriers to access for disadvantaged families seeking alternative educational options.
9. "The Philosophy of Unschooling: A Critical Examination": Provides a philosophical analysis of the underlying principles of unschooling.
| as meaning education: The New Meaning of Educational Change Michael Fullan, Suzanne Stiegelbauer, 1991-06-01 First published in 1982, this work revolutionized the theory and practice of education reform. Now 25 years later, the fourth edition of Fullans groundbreaking book continues to be the definitive compendium to all aspects of the management of educational change--a powerful resource for everyone involved in school reform. |
| as meaning education: The Meaning of Adult Education Eduard Lindeman, 1926 |
| as meaning education: Education's End Anthony T. Kronman, 2007-01-01 This book describes the ever-escalating dangers to which Jewish refugees and recent immigrants were subjected in France and Italy as the Holocaust marched forward. Susan Zuccotti uncovers a gruelling yet complex history of suffering and resilience through historical documents and personal testimonies from members of nine central and eastern European Jewish families, displaced to France in the opening years of the Second World War. The chronicle of their lives reveals clearly that these Jewish families experienced persecution of far greater intensity than citizen Jews or longtime resident immigrants. The odyssey of the nine families took them from hostile Vichy France to the Alpine village of Saint-Martin-Vesubie and on to Italy, where German soldiers rather than hoped-for Allied troops awaited. Those who crossed over to Italy were either deported to Auschwitz or forced to scatter in desperate flight. Zuccotti brings to light the agonies of the refugees' unstable lives, the evolution of French policies toward Jews, the reasons behind the flight from the relative idyll of Saint-Martin-Vesubie, and the choices that confronted those who arrived in Italy. Powerful archival evidence frames this history, while firsthand reports underscore the human cost of the nightmarish years of persecution. |
| as meaning education: Meaning in Mathematics Education Jeremy Kilpatrick, Celia Hoyles, Ole Skovsmose, 2006-03-30 What does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what are the dilemmas related to these processes? There are many answers to these questions, some of which might appear to be contradictory. Thus understanding the complexity of meaning in mathematics education is a matter of huge importance. There are twin directions in which discussions have developed—theoretical and practical—and this book seeks to move the debate forward along both dimensions while seeking to relate them where appropriate. A discussion of meaning can start from a theoretical examination of mathematics and how mathematicians over time have made sense of their work. However, from a more practical perspective, anybody involved in teaching mathematics is faced with the need to orchestrate the myriad of meanings derived from multiple sources that students develop of mathematical knowledge. This book presents a wide variety of theoretical reflections and research results about meaning in mathematics and mathematics education based on long-term and collective reflection by the group of authors as a whole. It is the outcome of the work of the BACOMET (BAsic COmponents of Mathematics Education for Teachers) group who spent several years deliberating on this topic. The ten chapters in this book, both separately and together, provide a substantial contribution to clarifying the complex issue of meaning in mathematics education. This book is of interest to researchers in mathematics education, graduate students of mathematics education, under graduate students in mathematics, secondary mathematics teachers and primary teachers with an interest in mathematics. |
| as meaning education: The Meaning of Education Stephen David Ross, 2013-11-11 |
| as meaning education: Meaning-Centered Education Olga Kovbasyuk, Patrick Blessinger, 2013-04-12 In a time of globally changing environments and economic challenges, many institutions of higher education are attempting to reform by promoting standardization approaches. Meaning-Centered Education explores the counter-tide for an alternative vision of education, where students and instructors engage in open meaning-making processes and self-organizing educational practices. In one contributed volume, Meaning-Centered Education provides a comprehensive introduction to current scholarship and pedagogical practice on meaning-centered education. International contributors explore how modern educational scholars and practitioners all around the world are implementing a comprehensive framework that supports meaning making in a classroom. This edited collection is a valuable resource for higher education faculty and scholars interested in renewing the deep purposes of higher education. |
| as meaning education: The Palgrave Handbook of Positive Education Margaret L. Kern, 2021 The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings. -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. . |
| as meaning education: The Meaning of Education Daniel Greenberg, 2018-05 |
| as meaning education: The True Meaning of Education & Learning Daniel R. VanGerpen, 2016-09-28 How do I write about a word like education when I already know what it means, or do I really know? To date, I have written several books relating to life, and this one discusses the word education and how it relates to creation and all of life. Education starts on the day of physical birth and continues throughout life until that final day of living in this dimension. Education is a complex and interesting word. It comes in many ways and forms and surrounds everything and everyone at all times. Education is very multiplex and has its own direction. It is the choice of each individual whether they wish to follow the path of education or be independent and create their own education, or the lack thereof. |
| as meaning education: The Meaning of Education Nicholas Murray Butler, 1915 |
| as meaning education: United States Code United States, 1995 |
| as meaning education: Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design Ramlall, Sunil, Cross, Ted, Love, Michelle, 2021-10-08 Higher education has changed significantly over time. In particular, traditional face-to-face degrees are being revamped in a bid to ensure they stay relevant in the 21st century and are now offered online. The transition for many universities to online learning has been painful—only exacerbated by the COVID-19 pandemic, forcing many in-person students to join their virtual peers and professors to learn new technologies and techniques to educate. Moreover, work has also changed with little doubt as to the impact of digital communication, remote work, and societal change on the nature of work itself. There are arguments to be made for organizations to become more agile, flexible, entrepreneurial, and creative. As such, work and education are both traversing a path of immense changes, adapting to global trends and consumer preferences. The Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design is a comprehensive reference book that analyzes the realities of higher education today, strategies that ensure the success of academic institutions, and factors that lead to student success. In particular, the book addresses essentials of online learning, strategies to ensure the success of online degrees and courses, effective course development practices, key support mechanisms for students, and ensuring student success in online degree programs. Furthermore, the book addresses the future of work, preferences of employees, and how work can be re-designed to create further employee satisfaction, engagement, and increase productivity. In particular, the book covers insights that ensure that remote employees feel valued, included, and are being provided relevant support to thrive in their roles. Covering topics such as course development, motivating online learners, and virtual environments, this text is essential for academicians, faculty, researchers, and students globally. |
| as meaning education: I-M-ABLE Diane P. Wormsley, 2016-03 I-M-ABLE, or the Individualized Meaning-Centered Approach to Braille Literacy Education, is an innovative, individualized, student-centered method for teaching braille and making it exciting for children who have difficulties learning braille. In this teaching approach, instruction is centered on continuously analyzing the strengths and needs of students, placing particular emphasis on engaging them using key vocabulary words and phrases based on their experiences and interests. This comprehensive practice guide provides detailed direction on how to implement the components of the approach. Teachers will find this resource invaluable for helping students with mild to moderate cognitive impairments or other difficulties make progress in braille reading and writing, and all the skills that it encompasses. |
| as meaning education: Hope and Joy in Education Isabel Nuez, Jason Goulah, 2021 Students, parents, and educators at all levels are increasingly frustrated, demoralized, burned out, and discontented with education and schooling today. At no previous time has it been more necessary to revitalize hope in the promise of education or to reestablish joy in teaching and learning than the current moment. In this timely and inspirational volume, authors from diverse disciplines consider and affirm the many places across curriculum and context where hope and joy are or can be strong and vibrant. Drawing on the life-affirming ideals of renowned education philosopher and school founder Daisaku Ikeda, Hope and Joy in Education will reenergize educational research, theory, and practice. Featuring contributions from such luminaries as Theodorea Berry, Cynthia Dillard, Walter Gershon, Francyne Huckaby, Johnny Lupinacci, and Anita Patterson, this book reminds readers that the classroom is still a magical space, brimming with the brilliant and creative energy of young people. “This is a necessary text at a necessary time if we are to revitalize hope in the promise of education.” —From the Foreword by Cynthia B. Dillard, University of Georgia “A beacon of light toward desirable collective futurities in a world of increasing complexity, uncertainty, and vulnerability.” —Ming Fang He, Georgia Southern University “These essays are just what we need in these turbulent, uncertain times: a thoughtful focus on hope and joy as the path to educating for a more just, equitable, relational, and peaceful state of being.” —Denise Taliaferro Baszile, Miami University “This insightful book urges educators to center hope and joy in our work—not by turning away from the despair of the moment, but by fostering dialogue, seeking connection, and always remembering that the true aim of education for teachers and students alike is to become more fully human.” —Gregory Michie, Chicago public school teacher |
| as meaning education: Teaching for Purpose Heather Malin, 2021-03-09 In Teaching for Purpose, Heather Malin explores the idea of purpose as the purpose of education and shows how educators can prepare youth to live intentional, fulfilling lives. The book highlights the important role that purpose—defined as “a future-directed goal that is personally meaningful and aimed at contributing to something larger than the self”—plays in optimal youth development and in motivating students to promote the cognitive and noncognitive skills that teachers want to instill. Based on a decade of research conducted at the Stanford University Center on Adolescence, the book explores how educators and schools can promote purpose through attention to school culture, curriculum, project learning, service learning, and other opportunities. Malin argues for expansive thinking on the direction schools should take, especially in terms of educating students to be creative, innovative, and self-directed critical thinkers. The book includes profiles of six organizations working in schools across the US that have made purpose development a priority. Infused with the engaging voices of purposeful youth, Teaching for Purpose offers a fresh, inspirational guide for educators who are looking for new ways to support students to succeed not only in school, but in life. |
| as meaning education: Culture in School Learning Etta R. Hollins, 2008-04-18 In this text Etta Hollins presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers objectifying culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures are employed in this process: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Discussion within chapters is not intended to provide complete and final answers to the questions posed, but rather to generate discussion, critical thinking, and further investigation. Pedagogical Features Focus Questions at the beginning of each chapter assist the reader in identifying complex issues to be examined. Chapter Summaries provide a quick review of the main topics presented. Suggested Learning Experiences have been selected for their value in expanding preservice teachers' understanding of specific questions and issues raised in the chapter. Critical Readings lists extend the text to treat important issues in greater depth. New in the Second Edition New emphasis is placed on the power of social ideology in framing teachers’ thinking and school practices. The relationship of core values and other important social values common in the United States to school practices is explicitly discussed. Discussion of racism includes an explanation of the relationship between institutionalized racism and personal beliefs and actions. Approaches to understanding and evaluating curriculum have been expanded to include different genres and dimensions of multicultural education. A framework for understanding cultural diversity in the classroom is presented. New emphasis is placed on participating in a community of practice. This book is primarily designed for preservice teachers in courses on multicultural education, social foundations of education, principles of education, and introduction to teaching. Inservice teachers and graduate students will find it equally useful. |
| as meaning education: EBOOK: New Perspectives In Primary Education: Meaning And Purpose In Learning And Teaching Sue Cox, 2011-09-16 This is a timely book, enabling teachers to reflect critically upon their existing work-place practices, which have been so powerfully shaped by the target culture and the logic of performativity that has underpinned it for two decades. More importantly it will empower primary school teachers to play a more active role in effecting curriculum and pedagogical change in their schools and classrooms. Professor John Elliot, School of Education, University of East Anglia, UK This book encourages you to question the existing culture of schooling, its principles and practices. Current practices have been shaped and dominated by a target led and outcomes driven agenda. The book addresses some of the conflicts that arise in the demand for performance on the one hand and teachers' responsiveness to children and their learning on the other. Sue Cox sets out to show how change might be based on clear understandings of how children learn and how teachers contribute to that learning. She does this by providing frameworks for change and shows how, from these perspectives, participation is key to children's learning. She then goes on to explore the implications for teachers working collaboratively with children in areas such as interaction, curriculum and assessment. An underlying aim of the book is to provide the tools for teachers to develop a principled approach to what they do and how they think in order to challenge some entrenched practices and thinking. This book provides thoughtful reading and promotes reflective thinking for primary teachers, teachers in training and researchers with insight into new ways of thinking about and developing primary education. |
| as meaning education: Teaching Meaning in Artmaking Sydney R. Walker, 2001-01-01 The 'Art Education in Practice' series provides working art educators with accessible guides to significant issues in the field. Developments in the field of art education are consolidated into a clear presentation of what a practising teacher needs to know. Each title in the series delivers sensible solutions, transforming research and theory into tangible classroom strategies. Paramount to the series is the concept of informed practice, whereby important and often complex art education topics are put into the context of the working art teacher and real classroom environments. |
| as meaning education: Phenomenology and the Human Positioning in the Cosmos Anna-Teresa Tymieniecka, 2012-10-24 The classic conception of human transcendental consciousness assumes its self-supporting existential status within the horizon of life-world, nature and earth. Yet this assumed absoluteness does not entail the nature of its powers, neither their constitutive force. This latter call for an existential source reaching beyond the generative life-world network. Transcendental consciousness, having lost its absolute status (its point of reference) it is the role of the logos to lay down the harmonious positioning in the cosmic sphere of the all, establishing an original foundation of phenomenology in the primogenital ontopoiesis of life. |
| as meaning education: Martin Buber David Dilling, |
| as meaning education: The Elementary Education Acts, 1870, 1873, 1874, and Agricultural Children Act, 1873 Great Britain, Sir Hugh Owen, 1875 |
| as meaning education: Relational and Multimodal Higher Education Nataša Lacković, Alin Olteanu, 2023-09-29 This book proposes a relational turn in higher education by conceptualizing knowledge and pedagogy as relational and multimodal, analyzed through three dimensions of relationality: social, technological, and environmental. The volume draws on interdisciplinary approaches that make a case for integrating these interconnected and distinct dimensions in higher education theory and practice. Its novelty lies in combining such a variety of perspectives with Peircean semiotics to explore what it means to learn and live relationally. It emphasizes the importance of critical reflection, rooted in an environmental understanding of knowledge and digital media. This approach integrates materiality, place, and space in higher education, positioning caring, critically reflective and imaginative interactions and interpretations as central for knowledge growth. The volume features practical case studies of relational pedagogy through dialogues with diverse higher education practitioners, which embrace expression and creation through more than one dominant modality of communication and being. The book envisions students and educators as relational agents, with relational awareness and responsibility, aware of their multimodal identities. It highlights how a relational multimodal paradigm can serve as a way forward for universities to address global challenges concerning social, (post)digital, and environmental futures. This innovative book will be of interest to scholars, students, teachers, and policymakers in higher education, semiotics and multimodality, as well as postdigital, sociomaterial and futures studies. |
| as meaning education: General index I-Z Puerto Rico, 1982 |
| as meaning education: Progressive Education , 1926 |
| as meaning education: Teaching Students With Special Needs in Inclusive Classrooms Diane P. Bryant, Brian R. Bryant, Deborah D. Smith, 2019-03-05 Inspire and equip current and future classroom teachers to ADAPT to the needs of all students. Teaching Students with Special Needs in Inclusive Classrooms uses the research-validated ADAPT framework (Ask, Determine, Analyze, Propose, Test) to help teachers determine how, when, and with whom to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Brian R. Bryant, and Deborah D. Smith show how to create truly inclusive classrooms through evidence-based practices and hands-on strategies. The Second Edition includes strategically reorganized chapters, a new chapter devoted to differentiated instruction, and new classroom footage and teacher interviews illustrating how readers can implement the strategies discussed in their own classrooms. With the help of this supportive guide, educators will be inspired to teach students with disabilities in inclusive settings and be properly equipped to do so effectively. A Complete Teaching & Learning Package SAGE Premium Video Included in the interactive eBook! SAGE Premium Video tools and resources boost comprehension and bolster analysis. Interactive eBook Your students save when you bundle the print version with the Interactive eBook (Bundle ISBN: 978-1-5443-7037-8), which includes access to SAGE Premium Video and other multimedia tools. SAGE coursepacks SAGE coursepacks makes it easy to import our quality instructor and student resource content into your school’s learning management system (LMS). Intuitive and simple to use, SAGE coursepacks allows you to customize course content to meet your students’ needs. SAGE edge This companion website offers both instructors and students a robust online environment with an impressive array of teaching and learning resources. |
| as meaning education: Education and Society in Comparative Context Eija Kimonen, 2015-12-17 What was the interrelationship between education and society during the twentieth century in the United States and India? What is the essence of the historical development of educational policies and social systems in these two countries? What philosophical views and developmental courses underlie their outdoor-oriented education? What are their aims of outdoor-oriented education? What procedures are connected with their outdoor-oriented education? These questions are examined in this unique volume.This book is divided into three parts. The first part creates a context for the comparison of the issues concerning education and society. The central point of departure used here regards education as being closely related to the totality of culture and human activity. The dialectic process between education and society is realized differently in accordance with the value objectives that provide the background for different societies. This comparative educational study uses a historico-hermeneutical approach. The second part analyzes the social systems and educational policies of the United States and India following their developmental trends and patterns. The nature of the relationship between education and society for each country is further brought into focus when it is interpreted from the perspective of the philosophical views, pedagogical aims, and procedures of twentieth-century outdoor-oriented education. The case studies provide an interesting insight into how changes in educational policy have been reflected in the every-day pedagogical procedures used in schools in the United States and India.The third part is an analysis and comparison of the phenomena previously presented that are related to education and society through the lenses suggested by sociological theories. It compares the dimensions of the interrelationship between education and society from the standpoint of outdoor-oriented education in the two countries during the twentieth century.This thought-provoking volume is intended for anybody interested in the interplay between education and society in all its complexity. It offers a fascinating journey into the past and present of the issues that have defined the development of education and society in the United States and India. |
| as meaning education: Equal Educational Opportunity Project Series United States Commission on Civil Rights, 1996 |
| as meaning education: New Perspectives In Primary Education: Meaning And Purpose In Learning And Teaching Cox, Sue, 2011-09-01 This is a timely book, enabling teachers to reflect critically upon their existing work-place practices, which have been so powerfully shaped by the target culture and the logic of performativity that has underpinned it for two decades. More importantly it will empower primary school teachers to play a more active role in effecting curriculum and pedagogical change in their schools and classrooms.Professor John Elliot, School of Education, University of East Anglia, UK This book encourages the reader to question the existing culture of schooling and its practices, which have been shaped and dominated by a target led and outcomes driven agenda. The book draws attention to some of the conflicts that arise in the demand for performance on the one hand and teachers' responsiveness to children and their learning on the other. Sue Cox sets out to show how change might be based on clear understandings of how children learn and how teachers contribute to that learning. She does this by providing frameworks for change and shows how, from these perspectives, participation is key to children's education, both as an account of their learning and as a democratic principle. She explores the potential for transformation in teachers working collaboratively with children in areas such as interaction, curriculum and assessment. An underlying aim of the book is to provide the tools for teachers to develop a principled approach to what they do and how they think in order to challenge, and to re-construct entrenched practices and thinking. This book provides thoughtful reading and promotes reflective thinking for primary teachers and teachers in training, offering insights into new ways of approaching and developing primary education. Sue Cox is Senior Lecturer for The School of Education and Lifelong Learning at the University of East Anglia, UK. |
| as meaning education: The ... Yearbook of the National Society for the Study of Education National Society for the Study of Education, 1926 |
| as meaning education: The Routledge Handbook of English for Academic Purposes Ken Hyland, Philip Shaw, 2016-01-29 The Routledge Handbook of English for Academic Purposes provides an accessible, authoritative and comprehensive introduction to English for Academic Purposes (EAP), covering the main theories, concepts, contexts and applications of this fast growing area of applied linguistics. Forty-four chapters are organised into eight sections covering: Conceptions of EAP Contexts for EAP EAP and language skills Research perspectives Pedagogic genres Research genres Pedagogic contexts Managing learning Authored by specialists from around the world, each chapter focuses on a different area of EAP and provides a state-of-the-art review of the key ideas and concepts. Illustrative case studies are included wherever possible, setting out in an accessible way the pitfalls, challenges and opportunities of research or practice in that area. Suggestions for further reading are included with each chapter. The Routledge Handbook of English for Academic Purposes is an essential reference for advanced undergraduate and postgraduate students of EAP within English, Applied Linguistics and TESOL. |
| as meaning education: Resources in Education , 1997-07 |
| as meaning education: Elementary Education in Rural Areas of the United States. Hearing... on S. 1491... Feb. 16, 1931. (71 Cong., 3 Sess.) United States. U.S. Congress. Senate. Committee on education and labor, 1931 |
| as meaning education: Service Learning, Educational Innovation and Social Transformation Bibiana Regueiro, Robert G. Bringle, Miguel A. Santos-Rego, 2022-02-15 |
| as meaning education: Measurement in Secondary Education Percival Mallon Symonds, 1927 |
| as meaning education: Monthly Record of Current Educational Publications , 1917 |
| as meaning education: The Arts Go to School David Booth, Masayuki Hachiya, 2004 Discover the power the arts bring to every aspect of learning. Incorporating the arts in your classroom opens up new possibilities, expands the mind, creates a thirst for knowledge, and helps students become more open to the world around them, offering another way of thinking about, being in, and constructing our world. Too often classroom teachers face the challenge of teaching the arts without the background or support they need. The Arts Go to School explores every aspect of implementing and integrating the arts into both the curriculum and everyday life. It contains a wealth of classroom activities that help kids give form to their thoughts and feelings. This easy-to-use resource features chapters on each of the major art forms and shows teachers how to help students meet related curriculum outcomes: music--from composing songs and the elements of music to novel approaches to singing songs;visual arts-- from exploring pattern, shape, color, and texture to special events that feature mobiles, collages, and paper structures;drama-- from playing, moving, and imagining to communicating, improvising, and performing;dance-- from physical ways of conceptualizing to dance as a problem-solving exercise;media-- from being intelligent media users and using interactive media to taking a media field trip. The Arts Go to School offers a glimpse into dozens of exemplary classrooms where you can see, hear, and feel the arts bring learning to life. Checklists throughout the book provide handy reminders to key outcomes and guide teachers in thoughtful encouragement and assessment. |
| as meaning education: School Life , 1921 |
| as meaning education: Journal of Education , 1906 |
| as meaning education: The Law Journal Reports , 1857 |
| as meaning education: The Meaning of Education, and Other Essays and Addresses Nicholas Murray Butler, 1898 |
MEANING Definition & Meaning - Merriam-Webster
The meaning of MEANING is the thing one intends to convey especially by language : purport. How to use meaning in a sentence.
English meaning - Cambridge Dictionary
MEANING definition: 1. The meaning of something is what it expresses or represents: 2. importance or value: 3. The…. Learn more.
meaning noun - Definition, pictures, pronunciation and usage ...
Definition of meaning noun from the Oxford Advanced Learner's Dictionary. [uncountable, countable] meaning (of something) the thing or idea that a sound, word, sign, etc. represents. …
Oxford English Dictionary
An unsurpassed guide for researchers in any discipline to the meaning, history, and usage of over 500,000 words and phrases across the English-speaking world. Find out more about OED
Merriam-Webster: America's Most Trusted Dictionary
Find definitions for over 300,000 words from the most authoritative English dictionary. Continuously updated with new words and meanings.
Emojipedia — Home of Emoji Meanings
Read this week's Emoji of the Week, where we highlight emojis with layered lore, nuanced meanings, and personality beyond just their pixels. What Does The 🤍 White Heart Emoji Mean? …
Meaning Definition & Meaning - YourDictionary
Something that is conveyed or intended, especially by language; sense or significance. The writer's meaning was obscured by convoluted prose. An interpreted goal, intent, or end. …
MEANING Definition & Meaning - Dictionary.com
Meaning is the general word denoting that which is intended to be or actually is expressed or indicated: the meaning of a word or glance. Sense may be used to denote a particular …
Meaning - Wikipedia
Meaning (philosophy), definition, elements, and types of meaning discussed in philosophy; The meaning of life, the significance, purpose, or worth of human existence; Meaning may also …
Meaning Definition & Meaning | Britannica Dictionary
MEANING meaning: 1 : the idea that is represented by a word, phrase, etc.; 2 : the idea that a person wants to express by using words, signs, etc.
MEANING Definition & Meaning - Merriam-Webster
The meaning of MEANING is the thing one intends to convey especially by language : purport. How to use meaning in a sentence.
English meaning - Cambridge Dictionary
MEANING definition: 1. The meaning of something is what it expresses or represents: 2. importance or value: 3. The…. Learn more.
meaning noun - Definition, pictures, pronunciation and usage ...
Definition of meaning noun from the Oxford Advanced Learner's Dictionary. [uncountable, countable] meaning (of something) the thing or idea that a sound, word, sign, etc. represents. …
Oxford English Dictionary
An unsurpassed guide for researchers in any discipline to the meaning, history, and usage of over 500,000 words and phrases across the English-speaking world. Find out more about OED
Merriam-Webster: America's Most Trusted Dictionary
Find definitions for over 300,000 words from the most authoritative English dictionary. Continuously updated with new words and meanings.
Emojipedia — Home of Emoji Meanings
Read this week's Emoji of the Week, where we highlight emojis with layered lore, nuanced meanings, and personality beyond just their pixels. What Does The 🤍 White Heart Emoji Mean? …
Meaning Definition & Meaning - YourDictionary
Something that is conveyed or intended, especially by language; sense or significance. The writer's meaning was obscured by convoluted prose. An interpreted goal, intent, or end. …
MEANING Definition & Meaning - Dictionary.com
Meaning is the general word denoting that which is intended to be or actually is expressed or indicated: the meaning of a word or glance. Sense may be used to denote a particular …
Meaning - Wikipedia
Meaning (philosophy), definition, elements, and types of meaning discussed in philosophy; The meaning of life, the significance, purpose, or worth of human existence; Meaning may also …
Meaning Definition & Meaning | Britannica Dictionary
MEANING meaning: 1 : the idea that is represented by a word, phrase, etc.; 2 : the idea that a person wants to express by using words, signs, etc.
