Kinderen-in-ontwikkeling op de basisschool (O&A-Reeks, nr. 6)
€ 31,90
De Vereniging O&A(ortho-agogische activiteiten) heeft experts op het gebied van orthopedagogiek, psychologie en kinder- en jeugdpsychiatrie bijeengebracht om aan dit boek mee te werken, waardoor een zeer informatief leerboek en naslagwerk tot stand is gekomen.
De hedendaagse basisschool is totaal anders dan de lagere school van vroeger.
Kinderen zijn ondernemender en werken in de vorm van projecten aan maatschappelijk relevante
onderwerpen. Het is vrijwel nooit stil in de klas. De tafeltjes en stoelen staan niet meer
in een rij, maar in groepen. Op vele scholen is er ruimte voor individualisering en differentiatie.
Vrijwel alle lokalen zijn voorzien van een beamer met projectiescherm en
men is aangesloten op de schooltelevisie, die het werk van de leerkrachten verbetert en
vergemakkelijkt.
Is die verandering altijd ook een verbetering?
Hebben de veranderingen invloed op de ontwikkeling van kinderen?
Wat zijn de risico’s?
Specialisten geven hun visie op onderwijsontwikkelingen en risico’s en doen handreikingen
aan ouders, opvoeders en hulpverleners.
Kinderen-in-ontwikkeling op de basisschool (O&A-Reeks, nr. 6)
€ 31,90
De Vereniging O&A(ortho-agogische activiteiten) heeft experts op het gebied van orthopedagogiek, psychologie en kinder- en jeugdpsychiatrie bijeengebracht om aan dit boek mee te werken, waardoor een zeer informatief leerboek en naslagwerk tot stand is gekomen.
De hedendaagse basisschool is totaal anders dan de lagere school van vroeger.
Kinderen zijn ondernemender en werken in de vorm van projecten aan maatschappelijk relevante
onderwerpen. Het is vrijwel nooit stil in de klas. De tafeltjes en stoelen staan niet meer
in een rij, maar in groepen. Op vele scholen is er ruimte voor individualisering en differentiatie.
Vrijwel alle lokalen zijn voorzien van een beamer met projectiescherm en
men is aangesloten op de schooltelevisie, die het werk van de leerkrachten verbetert en
vergemakkelijkt.
Is die verandering altijd ook een verbetering?
Hebben de veranderingen invloed op de ontwikkeling van kinderen?
Wat zijn de risico’s?
Specialisten geven hun visie op onderwijsontwikkelingen en risico’s en doen handreikingen
aan ouders, opvoeders en hulpverleners.
Geweld tegen oudere vrouwen in de thuissituatie
€ 32,00
Zo lang mogelijk thuis blijven wonen is een na te streven doel. Dit bevordert de vrijheid, zelfstandigheid en autonomie. Maar er kunnen ook negatieve aspecten opduiken, zoals geweld, misbruik en mis(be)handeling. Ze komen vaak voor in de directe familiekring. Heel dikwijls zijn oudere vrouwen hiervan het slachtoffer. Hulpverleners in de thuiszorg zijn vaak de enigen die toegang hebben tot deze groep. Zij moeten dan ook zowel de alertheid als de vaardigheden hebben om problematische situaties te detecteren en er adequaat mee om te gaan.
Het Europese Daphne-programma heeft als doel geweld tegen vrouwen, kinderen en jongeren te bestrijden. Het project Breaking the Taboo II besteedt hierbij aandacht aan geweld tegen oudere vrouwen in huiselijke kring. Dit boek voorziet professionelen, vrijwilligers, mantelzorgers van achtergrondinformatie, inhoud en methodieken. Mutatis mutandis kan het geheel ook geëxtrapoleerd worden naar oudere mannen.
Els Messelis is maatschappelijk werkster en gerontologe, met expertise in psychosociale en educatieve gerontologie. Ze is als opleidingscoördinator en lector Seniorenconsulentenvorming verbonden aan de Hogere Leergangen voor Fiscale en Sociale Wetenschappen van de Hogeschool-Universiteit Brussel.
Powerpointpresentatie: Conferentie Ouderenmis(be)handeling - dinsdag 18 december 2012
Overzicht van onze conferenties: www.hetboekenpodium.eu
Geweld tegen oudere vrouwen in de thuissituatie
€ 32,00
Zo lang mogelijk thuis blijven wonen is een na te streven doel. Dit bevordert de vrijheid, zelfstandigheid en autonomie. Maar er kunnen ook negatieve aspecten opduiken, zoals geweld, misbruik en mis(be)handeling. Ze komen vaak voor in de directe familiekring. Heel dikwijls zijn oudere vrouwen hiervan het slachtoffer. Hulpverleners in de thuiszorg zijn vaak de enigen die toegang hebben tot deze groep. Zij moeten dan ook zowel de alertheid als de vaardigheden hebben om problematische situaties te detecteren en er adequaat mee om te gaan.
Het Europese Daphne-programma heeft als doel geweld tegen vrouwen, kinderen en jongeren te bestrijden. Het project Breaking the Taboo II besteedt hierbij aandacht aan geweld tegen oudere vrouwen in huiselijke kring. Dit boek voorziet professionelen, vrijwilligers, mantelzorgers van achtergrondinformatie, inhoud en methodieken. Mutatis mutandis kan het geheel ook geëxtrapoleerd worden naar oudere mannen.
Els Messelis is maatschappelijk werkster en gerontologe, met expertise in psychosociale en educatieve gerontologie. Ze is als opleidingscoördinator en lector Seniorenconsulentenvorming verbonden aan de Hogere Leergangen voor Fiscale en Sociale Wetenschappen van de Hogeschool-Universiteit Brussel.
Powerpointpresentatie: Conferentie Ouderenmis(be)handeling - dinsdag 18 december 2012
Overzicht van onze conferenties: www.hetboekenpodium.eu
Pride, Prejudice and Ignorance. The western Image of the Muslim Orient (ATI-Academic Publications, n° 5)
€ 17,60
Spanning eleven centuries of conflict between Islam and the West, this book
presents an account of the development of the Western image of the Muslim
Orient from the advent of Islam to the eighteenth century. In an introductory
chapter, the book goes even beyond the emergence of Islam to trace the
Eurocentric outlook that characterized the Western views of the Muslim world
to the Graeco-Roman’s conception of Eastern cultures as essentially different
and inferior, despotic and morally decadent. For Eastern Christians and medieval
Europeans alike, the Bible was a source of some of the most hostile interpretations
of the coming and meteoric spread of Islam. Against the backdrop of the
Crusades, some of the most offensive material and absurd fantasies were created
about Islam and the Prophet. Many medieval prejudices persisted during the
Renaissance and beyond. The rise of the Ottomans and their rapid advance in
Europe resulted in the resurgence of antagonistic feelings against the Muslims.
At the same time, the first-hand experience accompanying the spread of trade
and diplomatic relations with the Ottomans helped ameliorate the otherwise
totally negative image of Islam. The extension of travel to the Ottoman provinces
provided the West with more objective and accurate accounts of the Muslim
Orient. The book shows how a reappraisal of Islam and its prophet was an indirect
outcome of the Enlightenment project. The book sheds light on the origins of
the stereotypical image of Islam as reflected in the different manifestations of
European culture.
Muhammad Fahmy Raiyah is Assistant Professor of English literature at Mansoura University, Egypt, and King Khalid University, Saudi Arabia.
Muhammad Fahmy Raiyah is Assistant Professor of English literature at Mansoura University, Egypt, and King Khalid University, Saudi Arabia.
Pride, Prejudice and Ignorance. The western Image of the Muslim Orient (ATI-Academic Publications, n° 5)
€ 17,60
Spanning eleven centuries of conflict between Islam and the West, this book
presents an account of the development of the Western image of the Muslim
Orient from the advent of Islam to the eighteenth century. In an introductory
chapter, the book goes even beyond the emergence of Islam to trace the
Eurocentric outlook that characterized the Western views of the Muslim world
to the Graeco-Roman’s conception of Eastern cultures as essentially different
and inferior, despotic and morally decadent. For Eastern Christians and medieval
Europeans alike, the Bible was a source of some of the most hostile interpretations
of the coming and meteoric spread of Islam. Against the backdrop of the
Crusades, some of the most offensive material and absurd fantasies were created
about Islam and the Prophet. Many medieval prejudices persisted during the
Renaissance and beyond. The rise of the Ottomans and their rapid advance in
Europe resulted in the resurgence of antagonistic feelings against the Muslims.
At the same time, the first-hand experience accompanying the spread of trade
and diplomatic relations with the Ottomans helped ameliorate the otherwise
totally negative image of Islam. The extension of travel to the Ottoman provinces
provided the West with more objective and accurate accounts of the Muslim
Orient. The book shows how a reappraisal of Islam and its prophet was an indirect
outcome of the Enlightenment project. The book sheds light on the origins of
the stereotypical image of Islam as reflected in the different manifestations of
European culture.
Muhammad Fahmy Raiyah is Assistant Professor of English literature at Mansoura University, Egypt, and King Khalid University, Saudi Arabia.
Muhammad Fahmy Raiyah is Assistant Professor of English literature at Mansoura University, Egypt, and King Khalid University, Saudi Arabia.
Bologna in European research-intensive universities. Implications for bachelor and master programs
€ 19,00
The Bologna-declaration changes fundamentally higher education
in Europe. It introduces a clear distinction between bachelor and
master programs and invites research-intensive universities for a
fundamental refl ection on the relationship between research and
educational activities.
Some of the prominent questions are: how can students’ learning experiences within a research-intensive context be characterised, what effects can be expected from and what is the actual impact of learning in an environment that in general focuses on research rather than on education and student learning, and how can research be integrated in education in view of optimizing learning.
Considering the literature on the one hand and building upon the in-depth refl ections of faculty-members in European researchintensive universities, the authors Jan Elen and An Verburgh make a number of educational proposals, pertaining to goals, orientation and curriculum structure of bachelors and masters programs as well as to the instructional activities and possible quality assurance processes in research-intensive universities.
The proposals are formulated in view of encouraging ongoing discussion and debate on the nexus between education and research. They aim at increasing the attractiveness and effectiveness of educational activities by stressing the need for a thorough, systematic and diversifi ed integration of research in educational activities.
Jan Elen is professor at the Center of Instructional Psychology and Technology of the KU Leuven, a partner of the League of European Research-Intensive Universities (LERU). He is the former director of the educational support offi ce of the KU Leuven. His research focuses on instructional design in higher education settings. He teaches introductory courses on Learning and Instruction and more advanced courses on educational technology and instructional design.
An Verburgh is currently preparing her PhD. For several years she was an active member of the educational support offi ce of the KU Leuven. In that position she coached the implementation of the bachelor-master structure at the KU Leuven. Her Phd addresses the relationship between research and education at the curriculum level. In contrast to the prevailing literature, she will focus on the actual situation rather than on the perceived or self-reported one.
Some of the prominent questions are: how can students’ learning experiences within a research-intensive context be characterised, what effects can be expected from and what is the actual impact of learning in an environment that in general focuses on research rather than on education and student learning, and how can research be integrated in education in view of optimizing learning.
Considering the literature on the one hand and building upon the in-depth refl ections of faculty-members in European researchintensive universities, the authors Jan Elen and An Verburgh make a number of educational proposals, pertaining to goals, orientation and curriculum structure of bachelors and masters programs as well as to the instructional activities and possible quality assurance processes in research-intensive universities.
The proposals are formulated in view of encouraging ongoing discussion and debate on the nexus between education and research. They aim at increasing the attractiveness and effectiveness of educational activities by stressing the need for a thorough, systematic and diversifi ed integration of research in educational activities.
Jan Elen is professor at the Center of Instructional Psychology and Technology of the KU Leuven, a partner of the League of European Research-Intensive Universities (LERU). He is the former director of the educational support offi ce of the KU Leuven. His research focuses on instructional design in higher education settings. He teaches introductory courses on Learning and Instruction and more advanced courses on educational technology and instructional design.
An Verburgh is currently preparing her PhD. For several years she was an active member of the educational support offi ce of the KU Leuven. In that position she coached the implementation of the bachelor-master structure at the KU Leuven. Her Phd addresses the relationship between research and education at the curriculum level. In contrast to the prevailing literature, she will focus on the actual situation rather than on the perceived or self-reported one.
Bologna in European research-intensive universities. Implications for bachelor and master programs
€ 19,00
The Bologna-declaration changes fundamentally higher education
in Europe. It introduces a clear distinction between bachelor and
master programs and invites research-intensive universities for a
fundamental refl ection on the relationship between research and
educational activities.
Some of the prominent questions are: how can students’ learning experiences within a research-intensive context be characterised, what effects can be expected from and what is the actual impact of learning in an environment that in general focuses on research rather than on education and student learning, and how can research be integrated in education in view of optimizing learning.
Considering the literature on the one hand and building upon the in-depth refl ections of faculty-members in European researchintensive universities, the authors Jan Elen and An Verburgh make a number of educational proposals, pertaining to goals, orientation and curriculum structure of bachelors and masters programs as well as to the instructional activities and possible quality assurance processes in research-intensive universities.
The proposals are formulated in view of encouraging ongoing discussion and debate on the nexus between education and research. They aim at increasing the attractiveness and effectiveness of educational activities by stressing the need for a thorough, systematic and diversifi ed integration of research in educational activities.
Jan Elen is professor at the Center of Instructional Psychology and Technology of the KU Leuven, a partner of the League of European Research-Intensive Universities (LERU). He is the former director of the educational support offi ce of the KU Leuven. His research focuses on instructional design in higher education settings. He teaches introductory courses on Learning and Instruction and more advanced courses on educational technology and instructional design.
An Verburgh is currently preparing her PhD. For several years she was an active member of the educational support offi ce of the KU Leuven. In that position she coached the implementation of the bachelor-master structure at the KU Leuven. Her Phd addresses the relationship between research and education at the curriculum level. In contrast to the prevailing literature, she will focus on the actual situation rather than on the perceived or self-reported one.
Some of the prominent questions are: how can students’ learning experiences within a research-intensive context be characterised, what effects can be expected from and what is the actual impact of learning in an environment that in general focuses on research rather than on education and student learning, and how can research be integrated in education in view of optimizing learning.
Considering the literature on the one hand and building upon the in-depth refl ections of faculty-members in European researchintensive universities, the authors Jan Elen and An Verburgh make a number of educational proposals, pertaining to goals, orientation and curriculum structure of bachelors and masters programs as well as to the instructional activities and possible quality assurance processes in research-intensive universities.
The proposals are formulated in view of encouraging ongoing discussion and debate on the nexus between education and research. They aim at increasing the attractiveness and effectiveness of educational activities by stressing the need for a thorough, systematic and diversifi ed integration of research in educational activities.
Jan Elen is professor at the Center of Instructional Psychology and Technology of the KU Leuven, a partner of the League of European Research-Intensive Universities (LERU). He is the former director of the educational support offi ce of the KU Leuven. His research focuses on instructional design in higher education settings. He teaches introductory courses on Learning and Instruction and more advanced courses on educational technology and instructional design.
An Verburgh is currently preparing her PhD. For several years she was an active member of the educational support offi ce of the KU Leuven. In that position she coached the implementation of the bachelor-master structure at the KU Leuven. Her Phd addresses the relationship between research and education at the curriculum level. In contrast to the prevailing literature, she will focus on the actual situation rather than on the perceived or self-reported one.
Several perspectives on children’s play. Scientific reflections for practitioners
€ 29,90
Two worldwide play organisations, ICCP (International Council for Children's Play) and IPA (International Play Association, Promoting the Child's right to Play), co-operated to publish this book in order to stimulate the exchange of scientific work in the field of children's play. It is the first of an intended series of bi-annual publications.
This first book presents the work of authors from different regions of the world, covering West- and East-Eruope, North America and Asia. The contributions of distinguished researchers offer an excellent introduction on children's play from a scientific approach. The first two articles present an overview while focusing on the most important theories and recent qualitative play research. The following articles are dedicated to more specific thems, focusing on theoretical questions and on daily practice in preschool provisions, schools and playgrounds. This panoramic tour of play will be helpful to those teaching and studying within the field of children's play.
The editors Tom Jambor (USA) and Jan van Gils (Belgium) are strongly involved both in scientific work and in play practice.
http://www.iccp-play.org/
http://www.ipaworld.org/
This first book presents the work of authors from different regions of the world, covering West- and East-Eruope, North America and Asia. The contributions of distinguished researchers offer an excellent introduction on children's play from a scientific approach. The first two articles present an overview while focusing on the most important theories and recent qualitative play research. The following articles are dedicated to more specific thems, focusing on theoretical questions and on daily practice in preschool provisions, schools and playgrounds. This panoramic tour of play will be helpful to those teaching and studying within the field of children's play.
The editors Tom Jambor (USA) and Jan van Gils (Belgium) are strongly involved both in scientific work and in play practice.
http://www.iccp-play.org/
http://www.ipaworld.org/
Several perspectives on children’s play. Scientific reflections for practitioners
€ 29,90
Two worldwide play organisations, ICCP (International Council for Children's Play) and IPA (International Play Association, Promoting the Child's right to Play), co-operated to publish this book in order to stimulate the exchange of scientific work in the field of children's play. It is the first of an intended series of bi-annual publications.
This first book presents the work of authors from different regions of the world, covering West- and East-Eruope, North America and Asia. The contributions of distinguished researchers offer an excellent introduction on children's play from a scientific approach. The first two articles present an overview while focusing on the most important theories and recent qualitative play research. The following articles are dedicated to more specific thems, focusing on theoretical questions and on daily practice in preschool provisions, schools and playgrounds. This panoramic tour of play will be helpful to those teaching and studying within the field of children's play.
The editors Tom Jambor (USA) and Jan van Gils (Belgium) are strongly involved both in scientific work and in play practice.
http://www.iccp-play.org/
http://www.ipaworld.org/
This first book presents the work of authors from different regions of the world, covering West- and East-Eruope, North America and Asia. The contributions of distinguished researchers offer an excellent introduction on children's play from a scientific approach. The first two articles present an overview while focusing on the most important theories and recent qualitative play research. The following articles are dedicated to more specific thems, focusing on theoretical questions and on daily practice in preschool provisions, schools and playgrounds. This panoramic tour of play will be helpful to those teaching and studying within the field of children's play.
The editors Tom Jambor (USA) and Jan van Gils (Belgium) are strongly involved both in scientific work and in play practice.
http://www.iccp-play.org/
http://www.ipaworld.org/
De tafel van tien van de Veilige school
€ 11,90
We onderzoeken nogal wat in onze schoolsamenleving. Processen, relaties, uitkomsten, succesindicatoren, beleving, waardering. We vragen het aan iedereen van wie mag worden verondersteld dat hij of zij betekenisvolle uitspraken kan doen. Toch is het opmerkelijk dat we zo weinig vragen stellen aan leerlingen zelf. Natuurlijk proberen we in het onderwijs zo goed mogelijk aan te sluiten bij wat leerlingen beweegt en interesseert. Maar toch tekenen we uit de mond van leerlingen zelf de klacht op, dat veel in gang gezet wordt zonder dat ze daarover geraadpleegd zijn. `Op stage voel ik me volwassen en in school voel ik me kind,'' schrijft een leerling. Toch lijkt het van belang dat we leerlingen nadrukkelijk betrekken bij de vraag hoe we het onderwijs veiliger kunnen maken. Veiligheid, het gevoel van veiligheid, immers vormt de basis van het leren.
De Tafel van tien van Veiligheid in school volgt de uitkomsten van onderzoek onder zo''n 5.000 leerlingen in het basis- en voortgezet onderwijs. Leerlingen noemen veel meer factoren dan de professionals die voor `je het veilig voelen'' in school van belang zijn. De interviews met leerlingen stemmen hoopvol. Er zijn heel concreet talloze adviezen uit af te leiden om de school veiliger te maken. Camera''s, hoge hekken, extra bewaking, dure programma''s, grote investeringen wegen niet op tegen gemotiveerde leerlingen die zelf een aandeel willen nemen in de veiligheid van de school. Van ons vraagt het een bereidheid om te luisteren!
J. Meerdink & A. Sliedrecht
De Tafel van tien van Veiligheid in school volgt de uitkomsten van onderzoek onder zo''n 5.000 leerlingen in het basis- en voortgezet onderwijs. Leerlingen noemen veel meer factoren dan de professionals die voor `je het veilig voelen'' in school van belang zijn. De interviews met leerlingen stemmen hoopvol. Er zijn heel concreet talloze adviezen uit af te leiden om de school veiliger te maken. Camera''s, hoge hekken, extra bewaking, dure programma''s, grote investeringen wegen niet op tegen gemotiveerde leerlingen die zelf een aandeel willen nemen in de veiligheid van de school. Van ons vraagt het een bereidheid om te luisteren!
J. Meerdink & A. Sliedrecht
De tafel van tien van de Veilige school
€ 11,90
We onderzoeken nogal wat in onze schoolsamenleving. Processen, relaties, uitkomsten, succesindicatoren, beleving, waardering. We vragen het aan iedereen van wie mag worden verondersteld dat hij of zij betekenisvolle uitspraken kan doen. Toch is het opmerkelijk dat we zo weinig vragen stellen aan leerlingen zelf. Natuurlijk proberen we in het onderwijs zo goed mogelijk aan te sluiten bij wat leerlingen beweegt en interesseert. Maar toch tekenen we uit de mond van leerlingen zelf de klacht op, dat veel in gang gezet wordt zonder dat ze daarover geraadpleegd zijn. `Op stage voel ik me volwassen en in school voel ik me kind,'' schrijft een leerling. Toch lijkt het van belang dat we leerlingen nadrukkelijk betrekken bij de vraag hoe we het onderwijs veiliger kunnen maken. Veiligheid, het gevoel van veiligheid, immers vormt de basis van het leren.
De Tafel van tien van Veiligheid in school volgt de uitkomsten van onderzoek onder zo''n 5.000 leerlingen in het basis- en voortgezet onderwijs. Leerlingen noemen veel meer factoren dan de professionals die voor `je het veilig voelen'' in school van belang zijn. De interviews met leerlingen stemmen hoopvol. Er zijn heel concreet talloze adviezen uit af te leiden om de school veiliger te maken. Camera''s, hoge hekken, extra bewaking, dure programma''s, grote investeringen wegen niet op tegen gemotiveerde leerlingen die zelf een aandeel willen nemen in de veiligheid van de school. Van ons vraagt het een bereidheid om te luisteren!
J. Meerdink & A. Sliedrecht
De Tafel van tien van Veiligheid in school volgt de uitkomsten van onderzoek onder zo''n 5.000 leerlingen in het basis- en voortgezet onderwijs. Leerlingen noemen veel meer factoren dan de professionals die voor `je het veilig voelen'' in school van belang zijn. De interviews met leerlingen stemmen hoopvol. Er zijn heel concreet talloze adviezen uit af te leiden om de school veiliger te maken. Camera''s, hoge hekken, extra bewaking, dure programma''s, grote investeringen wegen niet op tegen gemotiveerde leerlingen die zelf een aandeel willen nemen in de veiligheid van de school. Van ons vraagt het een bereidheid om te luisteren!
J. Meerdink & A. Sliedrecht