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2014, Routledge research in lifelong learning and adult education series, ISBN 9780203383537, 212
Book
2016, ISBN 9781137441829, x, 205 pages
Drawing on the role of individuals, education and training providers and countries' social policy actions, and borrowing insights from psychology, sociology... 
Adult learning | Social aspects | Education and state
Book
2016, ISBN 1137453087, xv, 272 pages
"How do we include and develop understandings of those beyond-the-human aspects of the world in social research? Through fifteen contributions from leading... 
Research | Education | Social sciences | Philosophy | Education_xPhilosophy
Book
2012, 1st ed., Elsevier insights, ISBN 9780123852144, vii, 90
The book provides a comprehensive review of lifelong learning, information literacy and internships including assessment techniques for lifelong learning,... 
Continuing education | Engineering | Information literacy | Science | Study and teaching (Continuing education) | Engineers | Scientists | Education (Study and teaching) | Education (Continuing education) | Engineers - Education (Continuing education) | Career Development
Book
2008, ASHGATE POPULAR AND FOLK MUSIC SERIES., ISBN 9780754662426
Book
2015, Palgrave studies in global citizenship education and democracy, ISBN 1137388242, xxix, 254
"Most observers regard both adult and higher education as key for citizenship and democracy yet the worldwide contexts, appearance and expression of adult... 
Social aspects | Cross-cultural studies | Adult education
Book
2013, 1, International issues in adult education, ISBN 9462092257, Volume 12, ix, 106
Critical Theorist Carlos Alberto Torres offers a political sociology of adult learning and education, based on Critical Social Theory and the always inspiring... 
Educational sociology | Adult education | Education and state | Evidenz | Theorie | Soziale Gerechtigkeit | Erwachsenenbildung | Lebenslanges Lernen | Freire, Paulo | Politische Soziologie | Globalisierung | Neoliberalismus | Forschung | Latin America | Social aspects | Education | Political aspects | Education (general)
Book
2017, ISBN 9781681236018, xvi, 451 pages
Although theories and practices in Adult Education, and in Higher Education are being used interchangeably, there is a lack of scholarly work that connects... 
Continuing education | Education, Higher | Social aspects | Adult education
Book
2010, 1st ed., ISBN 0415565642, xix, 247
Lifelong Learning is essential to all individuals and in recent years has become a guiding principle for policy initiatives, ranging from national economic... 
Continuing education | Working class | Adult education | Education | Economics | Industry & Industrial Studies | Post-Compulsory Education | Adult Education and Lifelong Learning | Continuing education - Canada | Employer-supported education | Experiential learning | Non-formal education
Book
2000, 30th anniversary ed., ISBN 9780826412768, 183
Book
2013, ISBN 9781442613478, xiv, 235
Providing practical suggestions for pedagogies and curricula, Heydon helps educators rethink what is taken for granted in monogenerational learning sites and... 
Intergenerational relations | Education | Internet in education | Older people | Curricula | Children and older people | Literacy programs | Generationenbeziehung | Curriculum | Lebenslanges Lernen
Book
Innovative higher education, ISSN 0742-5627, 1983
Journal
2016, ISBN 9781475815306, xxi, 173
Brings together cutting-edge neuroscience and psychology research with simple, effective advice for parents and teachers on how to ignite the fire of curiosity... 
Motivation in education | Parent participation | Creative ability in children | Curiosity in children | Education
Book
2012, 1. Aufl., International issues in adult education, ISBN 9789460917660, Volume 8, xiv, 276
This book is written at a time when our own field of adult education is under assault from a variety of capitalist and neoconservative forces pressuring us...... 
Continuing education | Critical pedagogy | Adult education | Philosophy | Entwicklung | Pädagogik | Kritik | Erwachsenenbildung | Einführung | Kritische Pädagogik | Neoliberalismus
Book
2017, Oxford handbooks, ISBN 0199372136, xxx, 700 pages
"Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than... 
Music | Technological innovations | Instruction and study | Digital citizenship | Educational change | Music literacy | Creative practice | Educational technologies | Evidence-based education | Preservice teachers | Technology skill development | Participatory culture | Sound and place | Initial teacher education | Deterritorialization | Adaptive technology | Distinction | Learners with exceptionalities | Makers | Music learning | Music education curriculum | Africa | Techno-human future | Praxis shock | Long-distance learning | Musical subjectivity | Pop | Twenty-first-century skills | Instrument-making | Universal design for learning | Romanticism | Technological determinism | Finland | Stakeholders | Teacher preparation | Music teacher education | Learning and teaching | Music teacher roles | Problem-finding | Authority | Musicians workshop | Disabilities | Slow music | Collaborative model | School classrooms | Contextual | Innovation | Faculty development | Literacies | Innovative pedagogies | Professional development | Communication | Context | Multimedia | Social | Skill development | Techné | Public health communication | Self-determination | Social technologies | Musically educated | Education technology | Irrelevant | West africa | Out-of-school learning | Curriculum | Place | Power | Participation | Enabling technologies | Humans | Music notation | Totally pedagogized society | European perspectives | Living well with less | Learner-centered | Metaphor | Multiarts | Teaching | Learning | Creative literacy | Networked technologies | Heidegger | Pedagogical fundamentalism | Peer-to-peer learning | Technology and music creativity | Sound recordings | Teenagers | Digital technology | Primary schools | Creation | Technological affordances | Interaction | Behavior change | Parochial practice | English secondary schools | Music teacher preparation | Music technologies | Democratic education | Scepticism | Music technology | Digital audio workstations | Maker space | Technology integration | Technological limitations | Tpack | Mobile learning | Information and communication technology | Internet | Savoring | Teacher attitudes | Practice-led enquiry | Greek education | Postsecondary music education | Teacher resistance | Inclusion | Epistemology | Hip-hop | Administrative technologies | Equity | Risk | Narcissism | Higher education change | Poiesis | Classroom music teaching | Classroom | Community music | Digital pedagogy | Technology traditions | Authentic processes | Autonomy | Children | Music education technology | Popular music | Aristotle | International | Non-formal music education | Composition | Health | Globalization | Pop music | Rhythmic video games | Exploration | Motivate | Learner/musician | Apprenticeship | Higher education | Slow food | Informal learning | Community | Gender issues | Music fluency | Education policy | Autonomy popular music | Credentialing | Education 3.0 | Communities of musical practice | Music education | Prosumer | Technology access | School-based routes | Pre-service teachers | Ict in music education | Musical intelligence | Mediatization | Augmenting music | Local | Disease control | Creativity | Technologies | Technology competencies | Local context | Totally technologized society | Teacher educator | Teaching with technology | Performance | Sociocultural | Digital natives | Texas music education | Guinea | Diversity | Teacher certification | Invention | Ensembles | Implementation | Empowerment | Technogenesis | Well-being | Music teachers’ concerns | Sociology | Musical analysis | Informal music learning | Digital literacies | Pedagogy in-service preservice | Sequencing | Information communications technology | Communities of response | Conservatory model | Tools | Spreadability | Flow | Learning resources | African context | Interest-driven learning | Play | School experience | Pedagogy | Recording | Differentiation | Integration of technology | Policy | Choice | Digital arts | Music teacher certification | Limitations | Passeur culturel | Celebrities | Radical pedagogy | Education | Ofsted | Technology | Learner agency | Electronica | Culture | Musicking | Role of technology | Pedagogical paradigms | Teacher training | Digital culture | Ethnomusicology | Youth | Vulnerability | Pressure | Mobile technologies | Place philosophy | Digital media | Piano | Groove | School music | Internet evolution | Software | Musicianship | Technology use philosophies of technology | Assimilation | Facilitator | Constructionism | New media | At-risk student | Self led development | Music teacher educators | Rhythmic video games music technology | Notation | Music making | Perspective | Music experience | Higher music education | Participatory music | East timor | Music theory | Triple revolution | Portfolios | Ethnography | Futurism | Gcse examination | Music teacher attitudes | West | Fear of change | Digital music | Opportunities | Change | Commodification | Linguistic relativity | Digital instruments | Technological assimilation | Digital learners | Inclusive | Pluralism | Collaboration | Teacher education
Book
2016, ISBN 9781137505248, xi, 234
"The Educational Significance of Human and Non-Human Animal Interactions explores human animal/non-human animal interactions from different disciplinary... 
EDUCATION / Philosophy & Social Aspects | Anthropocentrism | Animals | Humane education | Human-animal relationships | Social aspects | Animals in education | EDUCATION / Curricula | EDUCATION / Educational Policy & Reform / General | Education and state
Book