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Critiques of traditional urban planning are numerous. The debate about direction within the profession and why urban planning seems to be in a state of despair continues. However, and as Milan J. Dluhy and Kan Chen note, the more critical issue is the future direction of planning, particularly interdisciplinary planning. In this regard, they note five principal areas of concern: planning is action research, planning is knowledge driven, planning is both process and technologically oriented, planning is interdisciplinary, and planning is adaptive to emerging concerns.Reviewing the literature and empirical studies on roles and attitudes, the editors note that planners seem committed to symbols and expressions of advocacy as well as traditional planning doctrine. This emphasizes rational planning and neutral policy roles for practitioners. Without a guiding theory to give a unified approach to practice, planners remain free to select the role most compatible with their personal background and training. This volume asserts that diversity need not be a drawback as long as careful analysis and open planning processes are used.This title will be an invaluable resource. Part I illustrates the critical dilemmas in planning, Part II focuses on planning skills and orientations, the third part focuses sharply on planning roles, while the final section answers a fundamental question: can interdisciplinary planning offer a more useful perspective than others on how to achieve more successful planning outcomes?
The fifth edition of this practical guide to interdisciplinary instruction focuses on the thinking and reasoning skills mandated by the Common Core State Standards and the content-learning standards required by an increasing number of states. The author provides an easy-to-follow, step-by-step guide to designing, creating, and implementing unit and lesson plans for all learners. Both pre-service and in-service elementary and middle-school teachers will find Wood’s approach to be comprehensive, with a strong theoretical foundation. Using Wiggins and McTighe’s backward design process, Wood offers specific protocols for creating unit and lesson plans at the elementary and middle-school levels. By emphasizing differential instruction, constructivist educational philosophy, application of skills in meaningful context, and the art of engaging student interest, he demonstrates how diverse student populations can benefit from the interdisciplinary approach. Prospective teachers will learn to create interdisciplinary and multidisciplinary plans that promote problem solving, creativity, and social interaction. Examples abound, with an appendix of sample unit plan designs filled with ideas for lessons and activities.
We live in an inter-connected world. In the era of Industry 4.0, technology is getting embedded more and more in the way ‘we learn, live, work, and play’. This progression is accelerating at a pace never seen before. Interdisciplinary and collaborative research across disciplines within the Technology domain and Management domain, and across the Technology-Management interface is opening up exciting new possibilities for solving problems whose solutions are beyond the scope of a single discipline, domain or practice, and helping to create a brave new world. The goal of this conference was to bring together scholars, researchers, consultants, and practitioners to share their interdisciplinary research and consultative work in Technology and Management. Selected papers were then peer-reviewed and authors were invited to present their work in the conference.
Presenting a model for interdisciplinary working, this book offers an overview of practice and policy across a range of mental health settings. It explores how to combine skills, theories and expertise from a range of disciplines in response to the diverse needs of service users, from children to older people, and those with complex needs.
Collaborative approaches to special education that seek to provide innovative, creative, and novel ways to disrupt current structures and practices are necessary to move the field towards a more inclusive model for educating students with disabilities. Multiple professionals are involved in interdisciplinary and multidisciplinary teams to develop and implement individualized education programs (IEPs) for students with disabilities, extending the pool of stakeholders in special education far beyond the special education teacher. Achieving a strong understanding between the multiple professions involved in IEP development and implementation will improve data-based individualization, the fidelity of program implementation, and the sustainability of practices and services. The Handbook of Research on Interdisciplinary Preparation for Equitable Special Education explores and highlights interdisciplinary personnel preparation to advance special education and enhance outcomes for students with disabilities. This book also provides theories and frameworks, examples, and discussions around innovations and lessons learned from interdisciplinary preparation programs and practices. Covering key topics such as educator preparation models, equity, diverse students, and educator competencies, this premier reference source is ideal for administrators, principals, researchers, academicians, practitioners, scholars, instructors, and students.
This practical text offers simple activities and lesson plans for young people in a variety of school and community settings. The author examines why outdoor education is important and includes a step-by-step guide for planning field trips through to a complete outdoor education programme.
A supplementary text for undergraduate and graduate General Elementary Methods, General Middle School Methods, and Interdisciplinary Instruction courses. In keeping with the renewed interest in interdisciplinary teaching, this practical text provides teacher candidates with a strong foundational knowledge of the field, coupled with a wealth of practical suggestions on how to plan and implement interdisciplinary teaching across the curriculum with all learners. Readers are guided through the thinking and planning processes involved in designing thematic unit and lesson plans, and are given abundant opportunities to practice creating their own. By the end of the text, students will have experienced the entire process involved in planning, designing, creating, and implementing interdisciplinary instruction in K-8 schools.