This book examines one of the most fundamental issues in education – learning. Once understood as a highly individual process, learning is now recognised to be a strongly social event, infl uenced not only by mental processes, but also by the context in which it occurs. Much learning takes place in contexts outside the education system, in homes and families, for example, as well as in classrooms, schools and colleges. Insights from across these different contexts shed light on what learning is, and how opportunities for it can be maximized.
In this book we offer practical suggestions to help you to get into using computers in primary schools. The content of the book is very much based on some of the particular developments which have happened in primary education in England and Wales, where there is a ‘National Curriculum’ for schools which includes Information Technology as a discrete subject. However, we trust that many of our suggestions will be equally relevant to other parts of the world, where similar conditions exist and where computers are being introduced into primary education in similar ways.
Getting into graduate business school has become an increasingly competitive and complicated process. Each year approximately 100,000 applications are sent to top schools. Written by two current MBA students who successfully gained admission into multiple schools, Your MBA Game Plan provides a strategic framework for putting together winning applications.
Your MBA Game Plan helps you navigate the application process by providing detailed analyses of every application component including:
The question of whether schools can do a better job of teaching American children “higher order skills” is very much in the air. It arises in Congressional hearings, where calls are heard for school graduates better able to take on work that requires responsibility and judgment. It is reflected in public concern that changing employment demands are not being met, students' preparation for college is less than satisfactory, and general problem-solving abilities remain low. Yet beyond the agreement that our schools ought to be doing better than they are at building the intellectual capabilities of American young people, it is extremely difficult to discern what really should and can be done.
How can we help new teachers succeed in the classroom? Given high attrition rates and increasing teacher shortages, attracting new teachers and helping them thrive are among the most important challenges that schools face.
The question of whether schools can do a better job of teaching American children “higher order skills” is very much in the air. It arises in Congressional hearings, where calls are heard for school graduates better able to take on work that requires responsibility and judgment. It is reflected in public concern that changing employment demands are not being met, students' preparation for college is less than satisfactory, and general problem-solving abilities remain low. Yet beyond the agreement that our schools ought to be doing better than they are at building the intellectual capabilities of American young people, it is extremely difficult to discern what really should and can be done.
