How can we improve support for teachers as they negotiate the pathways into the profession? This books highlights how strong networks of connections with other teachers and with resources have been shown to make a big difference. Online learning networks are one way to help pre-service and early career teachers to foster these connections and the greater community of teachers has an interest in helping new teachers to enter the profession. New technologies have allowed teachers to be connected anywhere, anytime; this book discusses principles for the design and implementation of learning networks that can use this connectivity to improve support for beginning teachers. It addresses foundational principles of types of teacher communities (online and offline), types of knowledge relevant to beginning teachers, the idea of presence within a network and methodologies for studying and nurturing communities of teachers, providing recent examples of each.
This book provides an introduction to the theory of support-bargaining and money-bargaining. Support-bargaining arises from the propensity of all individuals to seek the support of those around them and is the underlying mechanism of democratic societies. It is also the underlying mechanism of theory formation. Intellectual support-bargaining is the process by which support is assembled for ideas and theories.Mainstream economic theory, or `neoclassical theory', can be seen as formulated to advance individual interest. It is mainstream because it has assembled sufficient support to give it ascendancy in academia. It reconciles private and public interest in a mathematical account of resource allocation. Money-bargaining, in contrast, explains the process of economic exchange. Transactions are based on information, so that the character of information itself influences the conduct of exchange.This volume provides a radically new explanation of the functioning of human societies that will be recognised as entirely consistent with common observation and experience.
This volume critiques the increasingly reductive, objectifying, and technologized orientation in mainstream biomedicine. Drawing on the methods of hermeneutic phenomenology and existential analysis in the work of Martin Heidegger, Kurt Goldstein, Medard Boss, and Hans-Georg Gadamer, the author seeks to expose this lacuna and explore the ways in which it misrepresents (or misunderstands) the human condition. Whitehead begins by examining the core distinction in the sociology of medicine between "disease" and "illness" and how this distinction maps onto a more fundamental distinction between the corporeal/objective body and the experiential/lived body. Ultimately, the book exposes the tendency in modern medicine to medicalize the human condition and forwards a reorientation framed by what the author terms "existential health psychology."
This book explores the challenges and considerations of researchers who work on the educational margins of society. It investigates the diverse and specific research strategies that have been developed to ensure research is authentic, ethical, rigorous, situated and, where possible, empowering. Traversing cutting-edge global research, the chapters demonstrate the effectiveness of specific research methods when researching within educational margins related to particular `wicked problems'. Against a backdrop of increasing scrutiny of the conduct of researchers working with marginalised people, this book provides an informed and empowering overview of research methods for those working with marginalised groups.