Format:
Online-Ressource
,
v.: digital
Edition:
Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
ISBN:
9781461404330
Content:
Archaeological field schools, notably in North America but also across the world, are seminal student experiences. They are also important vehicles by which research students and academic staff carry out fieldwork research, often away from the environs of their home institution. Field schools are teaching and research projects, but they also take place within a contemporary local context. This is the first ever collection of studies examining the tensions between teaching, research and local socio-cultural conditions, and explores the range of experiences associated with field schools. It will
Note:
Description based upon print version of record
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3.1 Introduction3.2 Investigating the Role of Fieldwork in Teaching and Learning Archaeology: Methodology; 3.3 Investigating the Role of Fieldwork in Teaching and Learning Archaeology: Key Findings; 3.3.1 Fieldwork Training, Archaeological Careers and Employability; 3.3.2 Fieldwork Training, Non-archaeological Careers and Transferable Skills; 3.4 Conclusion; References; Chapter 4: Archaeology for All? Inclusive Policies for Field Schools; 4.1 The Disability Legislation and Archaeology Students; 4.2 The Silchester Context and Challenges
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4.3 One Approach to Making Archaeological Fieldwork Inclusive: The Inclusive, Accessible, Archaeology Project (IAA)4.4 Gender and Age; 4.5 Conclusions; References; Chapter 5: Archaeological Field Schools and Fieldwork Practice in an Australian Context; 5.1 Introduction; 5.2 A Brief History of Fieldwork Teaching at University of Sydney; 5.2.1 Origins and Growth (1948-1970s); 5.2.2 The Regentville Field School and Other Practical Classes (1980s to Late 1990s); 5.2.3 Funding Cuts and Major Change (Late 1990s to Mid-2000s)
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5.2.4 Consolidation, Reconfiguration and New Approaches (Mid-2000s to 2010)5.3 Factors Important to Field School Teaching in Australian Universities; 5.3.1 University Funding, Restructuring and Local Organisational Cultures; 5.3.2 Changing Circumstances and Attitudes of Students; 5.3.3 Research vs. Teaching; 5.3.4 Geography, Incidental Fees and Global Higher-Education Markets; 5.4 The Past and Future of Archaeological Field Schools; References; Chapter 6: The UCLA Archaeology Field Schools Program: Global Reach, Local Focus; 6.1 Introduction; 6.2 Audience; 6.3 Benefits
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6.4 The UCLA Archaeology Field Program6.5 Conclusions; 6.6 Epilog; References; Part II: Teaching and Researching; Chapter 7: Two-Centre Field Schools: Combining Survey and Excavation in Ireland and Wales or the Isle of Man; 7.1 Introduction; 7.2 Part 1: Survey in Ireland; 7.3 Part 2: The Excavation; 7.4 Part 3: The Project; 7.5 The Balance of Teaching, Learning and Experiencing Across Two Locations; 7.6 Conclusions; References; Chapter 8: Constructing New Knowledge in Industrial Archaeology; 8.1 Introduction; 8.2 Wait, Hold On: You Get to Do Mechanical Drafting and Archaeology?
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8.3 Foamers Are to Enthusiasts as Speed Freaks Are to Coffee Drinkers
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Global Perspectives on Archaeological FieldSchools; Contents; Contributors; Part I: Theory and Practice; Chapter 1: Introduction: Constructing Education and Knowledge in the Field; 1.1 Teaching and Researching Archaeology at University Level; 1.2 The Purpose of This Volume; References; Chapter 2: The Pedagogic Value of Field Schools: Some Frameworks; 2.1 Introduction; 2.2 Experiential Learning; 2.3 Experience in a Research Context; 2.4 Syllabus Content and Assessment; 2.5 Managing the Risks; 2.6 Conclusions; References; Chapter 3: Field Schools, Transferable Skills and Enhancing Employability
Additional Edition:
9781461404323
Language:
English
DOI:
10.1007/978-1-4614-0433-0
URL:
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