000			04396nam a22004571i 4500
001			BRILL9789004424494
003			nllekb
005			20260610104838.0
007			cr un uuuua
008			200210s2020 ne sb 001 0 eng d
020			_a9789004424494 _q(electronic book)
020			_a9789004389762 _q(print)
024	7		_a10.1163/9789004424494 _2DOI
035			_z(OCoLC)1129946161
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aL11
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a370 _223
245	0	0	_aToward Community-Based Learning : _bExperiences from the U.S.A., India, and China / _cEija Kimonen, Raimo Nevalainen.
246	3		_aExperiences from the U.S.A., India, and China
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2020.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aUrban Education, Cultures and Communities; _v1
490	1		_aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836
505	0	0	_tFront Matter -- _tCopyright page -- _tForeword / _rLinda Hargreaves -- _tPreface -- _tNotes on Contributors -- _tFoundations for Community-Based Learning: An International View -- _tIdeals for Community Engagement from the East and West / _rEija Kimonen and Raimo Nevalainen -- _tThe Research and Evolution of Community-Based Learning -- _tCommunity-Based Learning / _rThomas L. Alsbury, Suzan Kobashigawa and Mary Ewart -- _tCommunity-Based Learning and Student Outcomes / _rThomas L. Alsbury, Suzan Kobashigawa and Mary Ewart -- _tCommunity-Based Pedagogical Strategies with Students and for Educators -- _tCommunity-Based Pedagogical Strategies with Students / _rLakia M. Scott, Karon N. LeCompte, Suzanne M. Nesmith and Susan K. Johnsen -- _tConnecting Learning to the Community / _rSuzanne M. Nesmith, Lakia M. Scott, Karon N. LeCompte and Susan K. Johnsen -- _tGlobal Approaches for Community-Based Learning -- _tToward Learning in the Community / _rEija Kimonen and Raimo Nevalainen -- _tBack Matter -- _tAfterword / _rEija Kimonen and Raimo Nevalainen -- _tIndex.
520			_aToward Community-Based Learning contends that the ideal school offers the opportunity to understand reality in a way that connects teaching and education with conditions in the surrounding community and the student’s life and concerns. This view holds that problem solving requires an understanding and awareness of the whole, which can be achieved through direct activities. In this manner, learning is linked to its natural context, with ideal instruction being actively problem-oriented, holistic, and life-centered. This thought-provoking volume offers an essential and comprehensive picture of community-based learning in the field of education. The book deals with the history of community-based learning as well as its present applications, including its global successes and difficulties. The authors provide numerous pedagogical approaches that are designed to meet the challenges of contemporary education. They show how learning is connected with authentic community environments in which students can gain new understandings through solving emerging problems. They also demonstrate how teachers can make learning more functional and holistic so that students have the ability to work in new situations within the complex world around them. School-specific descriptions reveal how teachers and their students have implemented community-based projects in the U.S.A., India, and China at different times. Contributors are: Thomas L. Alsbury, Mary Ewans, Linda Hargreaves, Susan K. Johnsen, Eija Kimonen, Susan Kobashigawa, Karon N. LeCompte, Suzanne M. Nesmith, Raimo Nevalainen, and Lakia M. Scott.
588			_aDescription based on print version record.
650		0	_aEducation.
650		0	_aComparative education.
700	1		_aKimonen, Eija, _eeditor.
700	1		_aNevalainen, Raimo, _eeditor.
776	0	8	_iPrint version: _tToward Community-Based Learning: Experiences from the U.S.A., India, and China, _dLeiden Boston : Brill | Sense, 2020 _w9789004389762
830		0	_aUrban Education, Cultures and Communities; _v1.
830		0	_aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789004424494
999			_c15248 _d15248