Increasingly, those who work with communities are required to demonstrate the impact of what they do for purposes that include evaluation, self-evaluation and demonstrating the evidence of impact for funders. This book is for professionals from any discipline who choose to work with individuals or groups in a community setting and who wish to show that their practice has an impact, where impact is defined as a strong effect or influence on participants. The purpose of the book is to explore the complexity of demonstrating impact in a context where the learning is frequently informal and where outcomes are complex, multifaceted and difficult to pin down. An individuals journey in his or her learning is idiosyncratic and often unpredictable. The book explores ways to think about demonstrating impact in community settings, and draws on the contrasting perspectives and experiences of the editors, all of whom draw on their experience of work with communities in different ways. The book also includes nine case studies that illuminate in a practical manner the processes and issues associated with gathering the evidence of impact. This book is intended to be useful for both the early career professional working with communities and the more experienced worker who wishes to refine his/her thinking concerning impact. It is intended for those working in any discipline where learning in the community is important, who seek to enhance well-being, knowledge, skills and capacities of individuals or communities. It is hoped that funders and policy makers too will explore this book to gain an understanding of the complexities and challenges associated with demonstrating an impact on work with people and their communities.
"One of the most powerful ideas in higher education today is transforming campuses into learning communities. At last, Shapiro and Levine have given us--faculty, students, and administrators--a handbook on how...
In Izbrani spisi, 53-110. Ljubljana: Zalożba /kcf. BlanNertz, Herwig. 1982. Die Geschichte der Pädagogik. Von der Aufklärung bis zur Gegenwart. Wetzlar: Büchse der Pandora. Duménil, Gérard, and Dominique Lévy. 2005.
This book describes a powerful professional development approach that merges the scholarship of critical pedagogy with the Theatre of the Oppressed.
This book is organized around the three themes of setting the stage, designing an LC, and building or enhancing a powerful LC, and covers three types of learning communities – student, professional (faculty, staff), and institutional LCs ...
Practitioners, researchers, and institutional leaders can use the book as a guide to more effectively allocate resources to create and sustain LLCs.
"This book provides district and school leaders with a practical guide to shifting professional learning from more traditional ‘sit and get’ models to technology-enhanced models that foster collaboration and co-creation." —Catherine ...
This unique collection asks each of the authors to address this question: What do we as educators need to learn (or unlearn) and experience so we can create teaching and learning communities across disciplines and learning levels based on ...
Learning communities are curricular structures that link different disciplines around a common theme or question. They give greater coherence to the curriculum and provide students and faculty with a vital...
A Springboard for Academic and Social-Emotional Development Douglas Fisher, Nancy Frey, John Almarode ... Tanner begins by indicating the success criteria that requires summarizing main ideas and using key details to support them.
Kozol began his fast to draw attentionto problems with NCLB and announced he would continue his protest until he was abletoshare his concerns with Senator Edward Kennedy.Kennedy chairsthe U.S.Senate committee overseeing NCLB's ...