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Educating for Well-Being in Law
Bringing together the current international body of knowledge on key issues for educating for well-being in law, this book offers comparative perspectives across jurisdictions, and utilises a range of theoretical lenses (including socio-legal, psychological and ethical theories) in analysing well-being and legal education in law. The chapters include innovative and tested research methodologies and strategies for educating for well-being. Asking and answering the question as to whether law is special in terms of producing psychological distress in law students, law teachers and the profession, and bringing together common and opposing perspectives, this book also seeks to highlight excellent practice in promoting a positive professional identity at law school and beyond resulting in an original contribution to knowledge, and new discourses of analysis.
Building Autonomous Learners
This edited work presents a collection of papers on motivation research in education around the globe. Pursuing a uniquely international approach, it also features selected research studies conducted in Singapore under the auspices of the Motivation in Educational Research Lab, National Institute of Education, Singapore. A total of 15 chapters include some of the latest findings on theory and practical applications alike, prepared by internationally respected researchers in the field of motivation research in education. Each author provides his/her perspective and practical strategies on how to maximize motivation in the classroom. Individual chapters focus on theoretical and practical consi...
#NOW
Do you ever feel stressed? Of course you do. One way we cope is to lower expectations, but we miss what may make us stronger. This book offers valuable insights into an alternative. You can choose to nurture a Nowist mindset and by seeking joy in the flow of life, you will discover your natural power to take action and keep moving forward. We live in the present but carry the anxieties of the past and concerns of the future with us at all times. Yet, you can only directly think, do, or change anything at the point of now. Realising this, you can learn to transform your life with every moment. #NOW helps you to embrace the fullness of everyday life. It encourages you to move beyond surviving, or coping, to joyfully and effortlessly live in harmony with the demands of your work–life balance. Instead of passively hiding or becoming overwhelmed, you can actively leap into the best that life has to offer. Discover the power of your #NOW that enables you to take action, make decisions fast and effectively, and enjoy the moment while creating a successful and happy future.
Language Learning and Leisure
The study of informal involvement with additional languages has recently emerged as a dynamic research field in SLA. With the rapid development and spread of internet-based technologies, contact with foreign languages outside the classroom has become commonplace. While this can take multiple forms, online contents are a major driving force because they present learners with unprecedented opportunities for exposure to and use of target languages regardless of their physical location. Research from diverse geographical, educational and socio-economic contexts bring a rich variety of perspectives to this book. It explores these phenomena via a range of theoretical frameworks and methodological approaches, focusing particularly on individual differences and language development. The volume proposes that teachers in formal learning settings should seek to support and facilitate the development of these identities and practices, and it indicates means they can adopt to best do so.
Soft Power und Motivation im schulischen Kontext
"Denke daran, daß das, was dich wie an unsichtbaren Fäden hin- und herzieht, in deinem Innern verborgen ist. Dort wohnt die Überredungskunst, dort das Leben, dort sozusagen der eigentliche Mensch. Nie verwechsle mit diesem das dich einschließende Gehäuse und die ihm von allen Seiten angebildeten Werkzeuge" (Marc Aurel (121-180 n. Chr.). Immer wieder betonen Motivationsforscher die Notwendigkeit einer umfassenden Zusammenstellung und Strukturierung der vielfältigen Motivationstheorien. Unter dem übergeordneten Konzept von Soft Power, einem Begriff aus der Politik- und Sozialwissenschaft, unternimmt diese Arbeit den Versuch, eine Vielzahl solcher Theorien strukturell zu erfassen und in ein gemeinsames, verständliches Konzept einzugliedern. Dies mündet in einer Checkliste von 10 Fragen der Soft Power, anhand derer im Anschluss einige ausgewählte Unterrichtskonzepte und Unterrichtsformen analysiert werden.
Leadership Mentoring in Education
This book presents the practice of school management learned, as perceived by those who had the opportunity to learn through mentoring. The author explores the learning through formal mentoring that could be of significance in the professional development of aspiring school leaders, and highlights a known practice of leading, learned through leadership mentoring, for an unknown future. TARGET AUDIENCE: Policy-makers, researchers, tertiary students, teachers and all those interested in the mentorship of school leaders in Singapore.
Personal Agency Beliefs in Self-regulation
Self-regulatory processes have predominantly been linked to the study of academic achievement in terms of learning behavior, cognitive engagement, and specific academic performance measures. If poorly regulated, academic behavior can have repercussions on social adaptation. Motivational processes constitute the other key element in ensuring successful regulation, as studies indicate that self-regulation can effectively influence achievement outcomes if learners have positive beliefs about their personal ability to negotiate difficulties and work towards the desired learning outcomes. This book takes a critical look at the role of self-regulatory processes and personal agency beliefs in academic and social self-regulatory functioning, providing the reader with theoretical understanding of the issues and lending empirical support to the relevance of these processes in the East Asian educational context. In this way, the study explores the extent to which self-regulation and personal agency beliefs can offer an alternative explanation for the academic performance of students.
Constructing Singapore
"Constructing Singapore" studies Singaporean nation-building by focusing on two processes: elite formation and elite selection. It gives primary attention to the role that ethno-racial ascription plays in these processes, but also considers the input of personal connections, personal power, class and gender. It is a study of the progress of Singapore's state-sponsored nation-building project to its current state whereby a Singaporean version of Chinese ethno-nationalism has overwhelmed the discourse on national and Singaporean identity. Based upon archival research and formal interviews, this study unpacks the culture of elite governance in Lee Hsien Loong's Singapore today
Exploring Children's Perceptions of Learning
We witnessed before the turn of the 21st century that Singapores education undertook a series of curricular innovation and related infrastructure development. The changes included expansion in physical spaces of learning in the classroom, installation of information and communication technologies for multimedia-based learning, large-scale recruitment of graduate teachers, revision of teacher salaries and promotion opportunities, curricular diversity, and research on pedagogies and classroom practices. All children and teachers of the 21st century, regardless of backgrounds, are expected not only to acquire but also to create knowledge. Such changes may to a certain extent stimulate changes in classroom cultures, as well as in childrens experiences in learning. This book captures some of these changes.
Reflective Practice in Malaysian Teacher Education
This book explores how Malaysian student teachers practice reflection during their teaching practicum, how practice contexts influenced their practices and which aspects of professional knowledge were constructed from their reflective practices. It was found that there were two levels of reflective practices among student teachers. The public level consisted of reflections through existing mechanisms post conference discussions, post-lesson analyses and weekly journals. Reflections were very weak at this level. At the private level, student teachers reflected deeply upon their experiences. They examined their own teaching, their pupils, and their beliefs or values about teaching. However, these reflections were not documented. Reflections at this private level were rich and varied but they were not visible to the supervisors. Two significant findings are that student teachers reflective practices lacked an element of inquiry, and that reflective practices were carried out individual
