By David N. Aspin

This publication presents an simply available, sensible but scholarly resource of knowledge in regards to the foreign main issue for the philosophy, conception, different types and ideas of lifelong studying. Written in an easy comprehensible demeanour, the publication examines intensive the diversity of philosophical views within the box of lifelong studying idea, coverage, perform and utilized scholarship.

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Additional info for Philosophical Perspectives on Lifelong Learning (Lifelong Learning Book Series)

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Comparing two groups (3). Give the same investigative task to two groups: in the one case, spend time inculcating relational and group skills; in the other case, do not. Record or observe the nature of interaction in terms of the types of talk described in the Baines et al. extract. Group work and social skills: see Extract 14. The study concluded that there was only limited evidence that pupils or teachers had received training or support to work effectively within their classroom groups (Kutnick et al.

G. g. g. We need to convey the complexities of assessment design and fitness-for-purpose; we should not allow those complexities to be over-simplified. The following discussion aims to draw clearer distinctions between assessment purposes and to emphasise that the different uses to which results are put often require substantially different assessment processes, even when those uses appear to be quite similar . . There are very many purposes for which educational assessment judgements might be used, of which the following is merely a selection .

Using an action research approach, investigate the potential benefits and challenges of using an enterprise project approach. Action research: see also Extract 37 under ‘Think deeper’. Hobart, C. and Frankel, J. (2004) Child Observation and Assessment, London: Nelson Thornes. , Cross, W. and Vennis, D. (2004) Observing Children, London: Continuum. Think deeper Singer et al. (2006) argue that the creation of imaginary situations, characters and events lays the foundation for abstract thinking. Play assists children in utilising spoken and other non-verbal forms of language (‘body language’) effectively.

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