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37413 results in Cambridge Textbooks

Page 1485 of 1871

  • Foreword

  • Wendy Moyle, Griffith University, Queensland, Deborah Parker, University of Queensland, Marguerite Bramble, Griffith University, Queensland
  • Book:
    Care of Older Adults
    Published online:
    06 August 2018
    Print publication:
    19 September 2014, pp v-vi

  • Summary

    One of life’s truisms is that we will all experience ageing. Most of us won’t think about it until the effects of ageing give us either a gentle nudge or a hard wake-up call. Either way, when we are confronted with its effects, quite reasonably we won’t want it to define us. Rather the effects and changes of ageing will be woven into the fabric of what makes us unique as individuals.

    Unfortunately in the western world the term ‘ageing’ has evolved to have negative connotations in a way that devalues the worth of the individual’s contributions – past, present and future. Yet we know that the older person can be resilient, informed about their health issues and actively engaged in the decisions about their health and care requirements. As a health professional, adopting a strengths-based perspective means we can support the person and their family, acknowledging their strengths and resources rather than focusing on problems, vulnerabilities and potential deficits.

  • Chapter 8 - Experts and novices

  • Catherine Scott, University of Melbourne
  • Book:
    Learn to Teach
    Published online:
    06 August 2018
    Print publication:
    10 September 2014, pp 130-148

  • Summary

    Chapter objectives

  • Understanding the transformation of novice to expert

  • Models of the development of expertise

  • Novice and expert teaching

  • Propositional and procedural knowledge

  • The knowledge base of teaching

  • Perry’s theory of intellectual and ethical development

  • Thinking skills, creativity and other higher order attributes

  • Bloom’s Taxonomy

    • Introduction

    ‘The innocent eye is blind.’

    Nelson Goodman

    We have discussed at length how our minds are formed by the context in which we operate, and that cultural ways of thinking and understanding become our own cognitive tools. We have also discussed the importance of knowledge in the formation of our minds. Our thoughts are composed of what we have learned; and our ability to understand the world, make decisions, solve problems and predict outcomes are dependent on what we know. We have also looked briefly at how what can look like a cognitive deficit is frequently a knowledge or strategy deficit – people can have difficulty doing the work expected of them because they lack necessary background knowledge and/or understanding about how to manage their own problem solving and task performance.

    Remember that Piaget regarded children as cognitively different from adults and less capable than them in a variety of ways. These differences he saw as due to ‘hardwired’ developmental stages that all children pass through as they grow. Research has shown that these stages are neither universal nor invariant, but other findings also offer a more satisfactory explanation for the differences we see in young children’s thought. Young children commence their lives as novices in all aspects of human existence.

  • Chapter 2 - Culture and education

  • Catherine Scott, University of Melbourne
  • Book:
    Learn to Teach
    Published online:
    06 August 2018
    Print publication:
    10 September 2014, pp 30-47

  • Summary

    Chapter objectives

  • Cultural values and how these influence education

  • English-speaking cultures as being competitive individualist

  • Competition and education

    • Introduction: What do we value?

    The Introduction to this book noted the importance of understanding where the ideas that shape expectations about education and teaching come from. These are profoundly cultural in origin. It is worthwhile repeating that it is important for a teacher to understand the ‘where’ and ‘why’ of the expectations and demands placed upon the profession so that they are equipped to make informed decisions about whether and how to make changes to their practice.

    The ideas that underlie expectations of education do not occur as separate, isolated entities but as linked sets of concepts. Holding one value determines which others will be held, and also excludes the possibility of adhering to yet other sets of beliefs. This chapter will introduce a theory for understanding culture in the wider sense and will show how culture explains many of the current beliefs about education and how it should be conducted. One conclusion that can be drawn from this analysis is that teachers have a key role in keeping certain cultural values alive and protecting society against the extremes of our current, highly individualist, tendencies.

Page 1485 of 1871