This book is a guide for teachers, student teachers, teacher educators, science education researchers and curriculum developers who wish to get to grips with the vast and complex literature encompassing the history of science, philosophy of science and sociology of science (HPS).
The author takes readers on a journey of a large number of issues in designing actual studies of knowing and learning in the classroom, exploring actual data, and putting readers face to face with problems that he actually or possibly encountered, and what he has done or possibly could have done.
In a number of academic disciplines, auto/biography and auto/ethnography have become central means of critiquing of the ways in which research represents individuals and their cultures.
This first volume in the International Technology Education Series offers a unique, worldwide collection of national surveys into the developments of Technology Education in the past two decades.
"e;This volume is a compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation, 30 years ago.
This book reports the accounts of researchers investigating the eighth grade mathematics classrooms of teachers in Australia, China, the Czech Republic, Germany, Israel, Japan, Korea, The Philippines, Singapore, South Africa, Sweden and the USA.
Elementary preservice teachers'school experiences of mathematics and science have shaped their images of knowing, including what counts as knowledge and what it means to know (in) mathematics and science.
Within the central topics of the debate on teachers' professionalism are the problems of research-based and evidence-based initial and lifelong teacher behavior.
The Meaning of Learning and Knowing, co-authored by Erik Jan van Rossum and Rebecca Hamer, brings together empirical studies on epistemology, student thinking, teacher thinking, educational policy and staff development forging a solid and practical foundation for educational innovation.
GenAI offers the opportunity to transform schooling just as the introduction of the printing press enabled mass literacy and Google revolutionized information access.
GenAI offers the opportunity to transform schooling just as the introduction of the printing press enabled mass literacy and Google revolutionized information access.
During the last decade, a revaluation of proof and proving within mathematics curricula was recommended; great emphasis was put on the need of developing proof-related skills since the beginning of primary school.
The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place.
The A-to-Z Teaching Toolkit for Early Childhood and Elementary Educators is your one-stop shop for the contemporary early childhood and early elementary classroom, offering an A-to-Z collection of invaluable resources, strategies, and systems to use in your teaching.
The A-to-Z Teaching Toolkit for Early Childhood and Elementary Educators is your one-stop shop for the contemporary early childhood and early elementary classroom, offering an A-to-Z collection of invaluable resources, strategies, and systems to use in your teaching.
This practical and easy-to-read guide shows you how to integrate nature connectedness and spiritual development into your early childhood teaching, whether in a nature-based forest program or a more traditional one.
Despite discourses of inclusivity and gender equity in higher education, women's experiences reflected in Motherhood and Initial Teacher Education (ITE) suggest that educational institutions involved in ITE provision can be inflexible and lacking empathy for student teachers who are mothers (STMs).
This practical and easy-to-read guide shows you how to integrate nature connectedness and spiritual development into your early childhood teaching, whether in a nature-based forest program or a more traditional one.
Despite discourses of inclusivity and gender equity in higher education, women's experiences reflected in Motherhood and Initial Teacher Education (ITE) suggest that educational institutions involved in ITE provision can be inflexible and lacking empathy for student teachers who are mothers (STMs).
In Flip the Script, the authors propose that to build relationships with and engage students, educators must examine core beliefs and assumptions that create unintentional barriers to supporting students.
L'objectif principal de cet ouvrage est de demontrer l'importance cruciale de notre ecole en expliquant les diverses missions concretes confiees aux professeurs.
This valuable new book helps school and district leaders build trust and credibility through meaningful conversations, even in the messiest situations.
Cet ouvrage traite de l'education au sens large du terme, cette transmission de civisme, de valeurs, de connaissances et de savoirs que l'on donne aux plus jeunes.
Continue your journey in Trauma-Informed education with the 3rd installment of our series, Contemporary Perspectives on Developing Trauma-Informed Teachers.
In Flip the Script, the authors propose that to build relationships with and engage students, educators must examine core beliefs and assumptions that create unintentional barriers to supporting students.
This book describes and demystifies the factors that have helped accomplished schools generate successful and equitable outcomes for all their students, regardless of racial/ethnic background, language, or income.
This successful guide--now in a revised and expanded second edition--gives teachers effective strategies to support adolescents development of relevant literacy skills in specific disciplines.
