This comprehensive and exhaustive reference work on the subject of education from the primary grades through higher education combines educational theory with practice, making it a unique contribution to the educational reference market. Issues related to human development and learning are examined by individuals whose specializations are in diverse areas including education, psychology, sociology, philosophy, law, and medicine. The book focuses on important themes in education and human development. Authors consider each entry from the perspective of its social and political conditions as well as historical underpinnings. The book also explores the people whose contributions have played a seminal role in the shaping of educational ideas, institutions, and organizations, and includes entries on these institutions and organizations. This work integrates numerous theoretical frameworks with field based applications from many areas in educational research.

This textbook offers a unique insight into the theoretical and applied aspects of human development in relation to the cultural traditions of non-Western countries. Presented in a modular form, this comprehensive and thematic approach to lifespan development will help students develop an understanding of human development in varied Indian social contexts. Covering all stages of development including the development of self and personality, social understanding, human strengths, sustainable development, lifelong learning, and many more, the book highlights current research in these areas as well as provides learning objectives, points for reflection, web links, and a glossary. This book is an essential reading for undergraduate students of psychology, human development, and allied fields, as well as for postgraduates with an interest in studying human development in a non-Western context.

Globally, universities are the subject of public debate and disagreement about their private benefits or public good, and the key policy vehicle for driving human capital development for competitive knowledge economies. Yet what is increasingly lost in the disagreements about who should pay for university education is a more expansive imaginary which risks being lost in reductionist contemporary education policy. This is compounded by the influences on practices of students as consumers, of a university education as a private benefit and not a public good, of human capital outcomes over other graduate qualities, and of unfettered markets in education. Policy reductionism comes from a narrow vision of the activities, products, and objectives of the University and a blinkered vision of what is a knowledge society. Human Development and Capabilities, therefore, imaginatively applies a theoretical framework to universities as institutions and social practices from human development and the capability approach, attempting to show how universities might advance equalities rather than necessarily widen them, and how they can contribute to a sustainable and democratic society. Picking through the capability approach for human development, in relation to Universities, this book highlights and explores three main ideas: theoretical insights to advance thinking about human development and higher education Policy implications for the responsibilities and potential contributions of universities in a period of significant global change Operationalising a New Imaginary This fresh take on the work and purpose of the University is essential reading for anyone interested in university education, capability approach and human development; particularly postgraduates, University policy makers, researchers and academics in the field of higher education.

The field of human development focuses on the growth and development of the human being including physical, social, psychological, and emotional development. Under the broad umbrella of the term human development you find countless topics that range from charting the emotional attachment of an infant to his or her parents and its long-term effects on well-being, media violence and adolescents′ behavior, or factors moderating the natural decline in physical and mental abilities associated with aging. The Encyclopedia of Human Development is the first comprehensive, authoritative, and informative reference work that presents state-of-the-art research and ready-to-use facts from the fields of psychology, individual and family studies, and education in a way that is not too technical. With more than 600 entries, this three-volume Encyclopedia covers topics as diverse as adolescence, cognitive development, education, family, gender differences, identity, longitudinal research, personality development, prenatal development, temperament, and more. Key Features Provides cross-disciplinary coverage, with contributions from experts in the fields of psychology, education, human development and family studies, and gerontology Highlights classic studies and theories and provides brief biographies of notable researchers and theorists Takes a lifespan approach by including several "anchor essays" that cover specific phases of development such as prenatal, infancy, childhood, adolescence, early and middle adulthood, later adulthood and aging Begins with an Introduction that details the scope, rationale, and audience for the work The cross-disciplinary field of human development is one that captures interest among and holds practical relevance for the general public as well as academia, therefore this engaging Encyclopedia will be a welcome addition to any academic or public library.

There is an emerging consensus in Papua New Guinea (PNG) - both at the governmental level and among civil society more generally - that human development outcomes are far less than provision of basic services in many parts of the country is failing. The book addresses the need to understand the underlying reason behind these sectors' poor performance and innovatively develop approaches for improving service delivery that fits with the country's economic, geographic, social, and cultural contexts. Strategic Directions for Human Development in Papua New Guinea presents the results of a joint ven.

School social workers engage in different forms of consultation on a daily basis, yet they rarely think about or describe this work as 'consultation.' Further, school social work practice research finds that consultation is among the most frequently performed practice tasks, yet consultation is rarely defined in school social work literature or research. This book adapts the consultation theory and practice framework put forward by June Gallessich (1982) that defines consultation in specific terms and proposes that there are six models of consultation. These models are organizational consultation, program consultation, education and training consultation, mental health consultation, behavioral consultation, and clinical case consultation. The models are differentiated according to their problem focus, outcome goal, intervention methods, change processes, power base, and value system. School social work consultation services are an important pathway to help school systems fulfill their educational mission and to help school personnel become more effective in their professional work. It is consistent with current trends in educational policy that call upon school social workers to take a multisystem approach to addressing school needs on a school-wide, class-wide, or individual level. The overarching goal of the book is to provide school social workers with the knowledge, skill, and confidence to implement consultation services. Consultation is a powerful method to 'realize the promise of the whole-school approach' and to help homes, schools, and communities foster school success and student well-being.

Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area.Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning.Identifies features designed to study or support metacognitve/SRL behaviors.Reviews how its specific theory or model addresses learners' metacognitive/SRL processes.Provides detailed findings on its effectiveness toward learning.Discusses its implications for the design of metacognitive tools.Examines any theoretical, instructional, or other challenges.These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.

This book applies the capability approach as an evaluative lens through which to explore the range of capabilities that emerged over a three-year period, through the Trinity Access 21 – College for Every Student (TA21-CFES) higher education access project in four schools. Qualitative analysis is presented from a longitudinal study of four schools over a three-year period, drawing on data from four student focus groups involving 21 student participants and 14 individual student interviews. An additional sixteen school personnel contributed in interviews. There are three main findings: first, specific student capabilities emerge because of their engagement in the TA21-CFES core practices of Leadership, Mentoring and Pathways to College. These are: autonomy, practical reason/college knowledge, identity, social relations and networks and hope. Second, students encounter a range of inhibiting social conversion factors in developing capabilities and persisting with higher education aspirations. These are: the negative pull of peer relations; pressure related to the Junior Certificate; limited subject choice and conflicting family expectations. Third, it is the combination of their own emerging capability set along with a network of trusted relationships with others that enables them to overcome potentially corrosive disadvantage and translate their experiences into fertile functionings. It is proposed that these findings have national and international relevance for widening participation interventions. The research makes a methodological contribution as it is the first use of qualitative longitudinal research (QLR) in Ireland within a ‘lived’ project aimed at working-class students over a three-year period. It contributes empirically as it provides new knowledge about the impact of interventions aimed at developing students’ capability set and how these might help them to develop navigational capital and post-secondary educational aspirations. It also makes a conceptual contribution to how we frame the design and evaluation of impact of widening participation initiatives, as it takes a capability approach to considering how students develop higher education aspirations over time, towards what they consider ‘a life of value’. It is useful to researchers, practitioners and policy makers who are interested in taking an evidence-based approach to developing higher education access programmes.