During the International Study Group meetings at the Literacy Research Association (LRA) Conference in December of 2019, we discovered that LRA scholars were engaged in innovative research, initiatives, and publications in very different contexts around the globe, especially in multilingual environments.
During the International Study Group meetings at the Literacy Research Association (LRA) Conference in December of 2019, we discovered that LRA scholars were engaged in innovative research, initiatives, and publications in very different contexts around the globe, especially in multilingual environments.
This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts.
In the first edition of this book published in 1988, Shirley Engle and I offered a broader and more democratic curriculum as an alternative to the persistent back-to-the-basics rhetoric of the '70s and '80s.
Innovations in Assessment, Student Experience and Professional Development in Higher Education presents a comprehensive and global study of the latest advancements in Higher Education (HE), featuring contributions from diverse disciplines and international views on innovations in assessment, student experience and professional development.
Innovations in Assessment, Student Experience and Professional Development in Higher Education presents a comprehensive and global study of the latest advancements in Higher Education (HE), featuring contributions from diverse disciplines and international views on innovations in assessment, student experience and professional development.
This book accumulates analyses and evaluation evidence about the cultural conceptualizations in English language teaching (ELT) textbooks, framed by cultural linguistics.
This book accumulates analyses and evaluation evidence about the cultural conceptualizations in English language teaching (ELT) textbooks, framed by cultural linguistics.
Esta obra ofrece una herramienta concreta para la planificación de proyectos vinculados al arte, resuelta en claves, con propuestas posibles a modo de ideas para que cada maestra o maestro pueda terminar de dar forma en su sala.
This book explores the negotiation of the ways that teachers are involved in the process of changing curriculum and pedagogies and also the realities of implimenting those changes in the classroom.
Framed by the United Nations Sustainable Development Goals (SDGs), this text empowers educators and policymakers to integrate critical and creative problem-solving skills into their practice through a focus on sustainability and the pedagogical approach of design thinking.
First published in 1984, Place and Time with Children Five to Nine challenges the conventional curriculum in arguing that too much emphasis has been placed on the basics, language, and number skills, to the exclusion of other aspects of the curriculum.
This volume explores emergent practices in higher education pedagogy that use the arts, new materialisms, posthumanisms, and radical pedagogies to intra-actively reconfigure approaches to transdisciplinary learning and teaching.
First published in 1984, Place and Time with Children Five to Nine challenges the conventional curriculum in arguing that too much emphasis has been placed on the basics, language, and number skills, to the exclusion of other aspects of the curriculum.
This volume explores emergent practices in higher education pedagogy that use the arts, new materialisms, posthumanisms, and radical pedagogies to intra-actively reconfigure approaches to transdisciplinary learning and teaching.
Framed by the United Nations Sustainable Development Goals (SDGs), this text empowers educators and policymakers to integrate critical and creative problem-solving skills into their practice through a focus on sustainability and the pedagogical approach of design thinking.
Foundations of Leadership explores the foundations of leadership by confronting common assumptions and provides language for engaging in the leadership process as a leader and a follower.
Foundations of Leadership explores the foundations of leadership by confronting common assumptions and provides language for engaging in the leadership process as a leader and a follower.
This volume covers topics including: A New Theoretical Framework for Education, University Curriculum Reforms and Curriculum and Teaching in an Age of School Reform
The book series, entitled "e;Research in Curriculum and Instruction"e;, will focuses on a) considerations of curriculum practices at school, district, state, and federal levels, b) relationship of curriculum practices to curriculum theories and societal issues, c) concerns derived from curriculum policy analyses and from analyses of various curriculum advocacies, and d) insights derived from investigations into curriculum history.
This volume covers topics including: A New Theoretical Framework for Education, University Curriculum Reforms and Curriculum and Teaching in an Age of School Reform
Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field is comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education.
America's schools are constantly in the news today for safety concerns, contested curricula, teacher quality, test scores, and a variety of other topics.
America's schools are constantly in the news today for safety concerns, contested curricula, teacher quality, test scores, and a variety of other topics.
This volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or proteges and mentors in K-12 school settings.
In this special edition, we call attention to the role of Critical Multicultural Citizenship Education (CMCE) in schools, societies and global contexts.
It has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated.
The book suggests that culturally responsive and sustaining education should be the guiding principle in our schools, and that community partnerships be developed in a similar light.
The book suggests that culturally responsive and sustaining education should be the guiding principle in our schools, and that community partnerships be developed in a similar light.
