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  • Action Research in Education : Learning Through Practitioner Enquiry
    Action Research in Education : Learning Through Practitioner Enquiry

    Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research.This exciting new edition of a popular text is an important resource for any education professional interested in investigating learning and teaching.Building on the success of Action Research in the Classroom, the authors have revised, updated and extended this book to include examples from further and higher education. It maps out easy-to-follow steps for usefully applying an action research approach and is full of practical tips and examples of real practitioner research projects from a range of schools, colleges and universities.This book will help teachers to:- understand and apply practitioner inquiry- enhance their problem-solving skills- locate their own activity in a wider context- maximise opportunities to develop practice- evaluate the needs of their learnersClear, pragmatic and timely, this is a must-have text for all teachers and students of education. Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation in the School of Education, University of GlasgowElaine Hall is Lecturer in Research Methods, School of Education, Communication and Language Sciences, Newcastle UniversityKate Wall is Senior Lecturer in the School of Education, Durham University

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  • Coping on Campus : Mental Health and the University Student
    Coping on Campus : Mental Health and the University Student

    In the midst of a mental health epidemic among college students, Doris Iarovici explains why this is happening now and what we can do about it. In Coping on Campus, Doris Iarovici, MD, discusses students' lifestyle issues and psychiatric concerns using case vignettes to explore a variety of interventions related to substance abuse, relationship difficulties, eating disorders, sleep issues, depression and anxiety, and perfectionism.Included is a guide to making emergency assessments, from risk classification and hospitalization to public safety and communication within and outside the campus community.This revised and updated guide covers a multitude of changes across today's college campuses.Models of care have undergone dramatic shifts, including a pivot to telemedicine during the Covid-19 pandemic, new hybrid treatment models, app-based approaches, and stepped care models.

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  • Coping on Campus : Mental Health and the University Student
    Coping on Campus : Mental Health and the University Student

    In the midst of a mental health epidemic among college students, Doris Iarovici explains why this is happening now and what we can do about it. In Coping on Campus, Doris Iarovici, MD, discusses students' lifestyle issues and psychiatric concerns using case vignettes to explore a variety of interventions related to substance abuse, relationship difficulties, eating disorders, sleep issues, depression and anxiety, and perfectionism.Included is a guide to making emergency assessments, from risk classification and hospitalization to public safety and communication within and outside the campus community.This revised and updated guide covers a multitude of changes across today's college campuses.Models of care have undergone dramatic shifts, including a pivot to telemedicine during the Covid-19 pandemic, new hybrid treatment models, app-based approaches, and stepped care models.

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  • Cooperative Learning in Physical Education : A research based approach
    Cooperative Learning in Physical Education : A research based approach

    Cooperative Learning is a dynamic instructional model that can teach diverse content to students at different grade levels, with students working together in small, structured, heterogeneous groups to master subject content.It has a strong research tradition, is used frequently as a professional development tool in general education and is now emerging in physical education. This book defines Cooperative Learning in physical education and examines how to implement Cooperative Learning in a variety of educational settings.It explores Cooperative Learning in physical education from three main perspectives.The first, context of learning, provides descriptions of Cooperative Learning in different levels of education (elementary school, secondary school, and university physical education).The second, Cooperative Learning in the curriculum, offers case studies from teachers and researchers of their experiences of implementing Cooperative Learning within their own national context.The third perspective, key aspects of Cooperative Learning, examines how the different elements of the model have been foregrounded in efforts to enhance learning in physical education. As the only text to provide international perspectives, from eight different countries, of Cooperative Learning in physical education, this book is important reading for any student, researcher or teacher with an interest in physical education, sport education, sport pedagogy, curriculum development or methods for learning and teaching.

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  • Is distance learning worse than on-campus learning?

    The effectiveness of distance learning versus on-campus learning depends on individual preferences, learning styles, and the specific course or program. Distance learning can offer flexibility and convenience for those with busy schedules or other commitments, while on-campus learning may provide more opportunities for in-person interaction and hands-on experiences. Both modalities have their own set of advantages and disadvantages, and the quality of the learning experience ultimately depends on the resources, support, and engagement available to the student in either setting.

  • Is distance learning as recognized as traditional on-campus learning?

    Distance learning has become increasingly recognized and accepted as a legitimate form of education, especially with the advancements in technology and the widespread availability of online courses. However, traditional on-campus learning still holds a higher level of recognition and prestige in many circles, particularly in certain industries or for specific types of degrees. Ultimately, the recognition of distance learning versus traditional on-campus learning can vary depending on the institution, field of study, and individual perspectives.

  • Is distance learning recognized as much as on-campus learning?

    Distance learning is increasingly being recognized as a legitimate and effective form of education, with many reputable institutions offering online degree programs. However, there may still be some lingering bias towards on-campus learning, particularly in certain industries or for certain types of degrees. Overall, the recognition of distance learning is growing, and it is becoming more widely accepted as a valuable and credible form of education.

  • Do tall women like being called tall?

    Some tall women may not mind being called tall and may even embrace it as a part of their identity. However, others may feel self-conscious about their height and may not appreciate being constantly reminded of it. It's important to be mindful of individual preferences and to avoid making assumptions about how someone feels about their height. Ultimately, it's best to ask someone how they feel about being called tall and to respect their preferences.

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  • Communities of Practice in Higher Education : Learning, Teaching, and Research
    Communities of Practice in Higher Education : Learning, Teaching, and Research

    Drawing on research and practice, this key text provides a rich, detailed, and accessible guide to Communities of Practice (CoPs) theory and how to implement it within higher education.It takes a detailed look at how the theory is constructed, the research that it rests on, and the ways that it has been used and can be used in the future. Beginning by introducing CoP theory and the theory of learning that accompanies it, this book provides empirical examples of CoP research to illustrate how CoPs form and work within higher education.It also explores how different CoPs work together and can learn from each other.The key topics explored in the book allow the reader to critically understand how CoP theory can be used in higher education to enhance an understanding of how students, staff, and organisations learn. Ideal reading for those researching higher education practices or undertaking higher education teaching qualifications as well as those currently teaching, this book provides a research-led and critical discussion of the current state of CoP-informed research into learning, teaching, and assessment practices alongside and interleaved with an exploration of how this same approach can be utilised for informing research.

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  • Communities of Practice in Higher Education : Learning, Teaching, and Research
    Communities of Practice in Higher Education : Learning, Teaching, and Research

    Drawing on research and practice, this key text provides a rich, detailed, and accessible guide to Communities of Practice (CoPs) theory and how to implement it within higher education.It takes a detailed look at how the theory is constructed, the research that it rests on, and the ways that it has been used and can be used in the future. Beginning by introducing CoP theory and the theory of learning that accompanies it, this book provides empirical examples of CoP research to illustrate how CoPs form and work within higher education.It also explores how different CoPs work together and can learn from each other.The key topics explored in the book allow the reader to critically understand how CoP theory can be used in higher education to enhance an understanding of how students, staff, and organisations learn. Ideal reading for those researching higher education practices or undertaking higher education teaching qualifications as well as those currently teaching, this book provides a research-led and critical discussion of the current state of CoP-informed research into learning, teaching, and assessment practices alongside and interleaved with an exploration of how this same approach can be utilised for informing research.

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  • Active Learning in Higher Education: : Student Engagement and Deeper Learning Outcomes
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    This is the latest volume in the Learning in Higher Education series.Active Learning has at least two major benefits: 1) it engages students in their learning, and 2) it enhances their deeper learning outcomes.In this book, authors from universities in Australia, Canada, Italy, New Zealand, Romania, Turkey, the UK and the USA show how they have used active learning to engage their students and improve their deeper learning outcomes.Reading the book, you will gain insight into how the authors designed and carried out their teaching, using one of these eleven active learning methods: authentic project-based learning; case-based learning; experience-based learning; flipped and peer learning; inquiry-based learning; learning space design; project-based learning; research-based learning; students as partners framework; technology-enhanced learning; and virtual exchange co-design. The deeper learning outcomes documented by surveying or interviewing students include: a sense of belonging for improving retention; development of graduate attributes; digital pedagogy and professional skills; engaged and enhanced learning experiences; enhanced well-being; graduate employability; interpersonal and leadership skills; reflective practitioners; research communication competencies; and retention and employability.All the chapters in the book are underpinned by contemporary learning theories and methodologies on active learning.Yet, they are written in a direct and accessible language to inspire the reader to engage in teaching practices that enhance active learning in higher education.

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  • Handbook of Research on Teaching and Learning in K-20 Education
    Handbook of Research on Teaching and Learning in K-20 Education

    Handbook of Research on Teaching and Learning in K-20 Education provides well-rounded research in providing teaching and learning theories that can be applied to both adults and children while acknowledging the difference between both.This book serves as a comprehensive collection of expertise, research, skill, and experiences which will be useful to educators, scholars, and practitioners in the K-12 education, higher education, and adult education field.

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  • What is a Campus Naturalis education?

    Campus Naturalis education is an approach to learning that emphasizes the connection between humans and the natural world. It focuses on experiential learning, outdoor activities, and hands-on experiences to help students develop a deep understanding and appreciation for the environment. This type of education often includes field trips, nature walks, and outdoor classroom activities to engage students in real-world learning experiences. The goal of Campus Naturalis education is to foster environmental stewardship, critical thinking, and a sense of responsibility towards the natural world.

  • Would you date a tall, slim, 24-year-old, 178 cm tall master's student who only speaks English?

    As an AI language model, I don't have personal preferences, but I can tell you that whether or not someone would date a tall, slim, 24-year-old, 178 cm tall master's student who only speaks English would depend on their individual preferences and compatibility. Some people may be attracted to those physical characteristics and educational level, while others may prioritize other qualities in a potential partner. Ultimately, the decision to date someone would depend on the individual's personal preferences, values, and compatibility with the person in question.

  • 'Am I tall? When is someone considered tall?'

    Whether someone is considered tall depends on their height in relation to the average height of the population. In general, someone is considered tall if they are significantly above the average height for their age and gender. However, what is considered tall can vary depending on cultural and regional differences. It's also important to consider that height is just one aspect of a person's physical appearance and should not be the sole factor in determining someone's worth or capabilities.

  • Question for tall young girls or tall young women

    What advice do you have for embracing your height and feeling confident in your own skin?

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