Educational systems and structures

This edited volume investigates the effects of shifting configurations and conceptualizations of the experience and meaning of home as it is embodied in early childhood care and education (ECCE).

The Psychophysics of Learning presents a learning system design approach that is formulated by the strategies and techniques the brain uses to process external information and make sense of that information to the learning ecology of all learners.

Enrich your students and the institution with a high-impact practice Designing and Teaching Undergraduate Capstone Courses is a practical, research-backed guide to creating a course that is valuable for both the student and the school.

Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching.

Focusing on the future development of basic education in China, and on overcoming related issues, this book identifies key breakthroughs, priorities and important fields of basic education reform.

Now in its Fifth Edition, this text applies current theory to classroom practice by providing, in each chapter, a brief explanation of major concepts followed by guided practical experience in administering, scoring, and interpreting reading assessment techniques.

School leadership is becoming awfully compliant; flat-pack headteachers and homogenised leadership teams.

Gaining a better sense of how pupils conceive school geography is crucial if we are to understand the ways in which their ideas and values mediate learning processes.

This collection brings together pedagogical memoirs on significant topics regarding teaching race in college, including student resistance, whiteness, professor identity, and curricula.

Straightforward, practical, and user friendly, this unique guide addresses an essential component of decision making in schools.

Margaret Heritage presents a practical guide to formative assessment as a process of ';inquiry and action' essential to twenty-first century learning.

No matter what you teach, there is a 100 Ideas title for you!

Rob Carpenter took a school from Special Measures to Outstanding in less than two years and firmly believes that the quality of teaching and leadership holds the key to raising standards in our schools today.

This landmark text was one of the first to introduce and analyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970s and 1980s.

This book weaves together two distinct and powerfully related sources of knowledge: the author's journey and transition from a once undocumented immigrant from Guatemala to a hyperdocumented academic, and five years of on-going national research on the identity, education, and agency of undocumented college students.

Several aspects of informatics curricula and teaching methods at the university level are reported in this volume, including: *Challenges in defining an international curriculum; *The diversity in informatics curricula; *Computing programs for scientists and engineers; *Patterns of curriculum design; *Student interaction; *Teaching of programming; *Peer review in education.

If we want all our students to become better thinkers and learners, we must design rigorous learning experiences that go beyond helping them simply master standards.

Drawing on the idea of powerful knowledge, this book interrogates the epistemic quality of education in schools, in terms of what students are expected to know, make sense of and be able to do through the curriculum.

The current practice of having children begin school within a twelve-month cohort is unfair but can be ameliorated by incorporating a dual-entry system.

This handbook presents the state-of-the art scholarship on theoretical frames, mathematical content, learning environments, pedagogic practices, teacher professional learning, and policy issues related to the development and use of digital resources in mathematics education.

Arising from new research of members of the International Successful School Principalship Project, this book presents cases of school and leadership success from across 12 countries.

We know that curriculum is the core of the classroom experience, but what makes a quality curriculum?

Reading Comprehension: Assisting Children with Learning Difficulties examines the complex nature of reading comprehension.

Educators know that problem-based learning answers that perennial student question: ';When will I ever use this in real life?

The purpose of this book is to help international students navigate the academic issues they will encounter while attending graduate school in the United States.

This book analyses the global diffusion of key competencies-based education (CBE) as a "e;global education policy"e; (GEP), focusing on China's process of adoption and adaptation.

Rethinking the SAT is a unique presentation of the latest thoughts and research findings of key individuals in the world of college admissions, including the president of the largest public university system in the U.

This book is an in-depth study which examines the lives of fifty ambitious Latino/a high school seniors in the San Francisco East Bay Area, following their entrance into college and career pathways over several years.

Our students aren't learning, we're falling behind other countries, and many of our college graduates are even functionally illiterate.

The new comparative research in this volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice.

The book presents statistical methods and models that can usefully support the ev- uation of educational services and quality of products.

On the basis of a national research project undertaken in England, this volume explores how and why young people's engagement is so important globally in education and society, and looks at what teachers and students think about citizenship and community.

This volume is the result of a 2016 research symposium sponsored by the Association for Educational Communications and Technology (AECT) focused on the growing theoretical areas of integrating story and narrative into educational design.

This book is the first comprehensive account of developments in open and distance non-formal education in developing countries for over more than 20 years.

Following Dawid Juraszek's statement that education is in a way "e;a conversation (face to face, in the ether, in black and white)"e;, the contributors, representing various scientific disciplines and various scientific centers in Poland and the Czech Republic, have started a discussion on co-teaching as a proposal for the school/university work in the next decade of the 21st century, hoping that the thoughts contained herein will prove helpful to all critically thinking and continuously improving teachers, academic staff and candidates for the profession.

Originally published in 1990.

Second EditionThis book introduces the reader to the principles of assessment of student learning outcomes in the context of program review, and illustrates how to implement a sustainable outcomes-based assessment program review process based on over 30 case studies of exemplary practice across a range of institutional types.

This book examines the Teaching Excellence Framework, and how this and various other educational policies create conditions for the exclusion of cross-border learners.

This book is a genre-breaking response to the literature on study abroad.

Schools across the world are struggling to balance the statutory requirements of a National Curriculum with their desire to provide the wide, engaging and exciting curriculum that they know children need.

This book highlights the experiences of international leaders in liberal arts and science education from around the world as they discuss regional trends and models, with a specific focus on developments in and cooperation with China.

Fairness and ethicality have been at the center of the debates on the appropriate use of educational tests since the 1960s.

This book addresses issues surrounding writing centers in the Arabian Gulf region.

This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts.

The aim of this book is to explore measures of mathematics knowledge, spanning K-16 grade levels.

Originally published in 1989.