This book introduces Chinese educational reforms and developments rolled out in the year 2014, examining them from both macro and micro perspectives and pursuing a mixed-methods approach.
This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment.
This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks.
This book brings together 13 original research papers that address emerging issues in the assessment of Chinese as a Second Language (CSL) in five major areas, including standards in CSL assessment; development of CSL tests; assessment of diverse knowledge and skills; computer-supported assessment; and CSL assessment in relation to instruction and teachers' assessment competence.
This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions.
This book is an edited collection introducing the Education Policy and Social Inequality series, and presents chapters from authors on the editorial board.
This book unravels the mysteries of the Chinese school system to enable international scholars to better understand the logic of basic education in China.
This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs.
This book shares the collective experience of integrating electronic portfolios as assessment tools and as instruments for life-long learning in courses across various disciplines in higher education.
This book provides scholars, teacher educators, as well as reflective school leaders and teachers with valuable insights into what it is to be a teacher in the 21st century.
The book provides an overview of developments in the field of entrepreneurship education, with special reference to global perspectives on innovations and best practices, as well as research in the emerging economy context.
This book presents research on emotion work and the emotional labour of teaching and learning based in England's further education sector, where an increasing emphasis on marketised systems means accountability and audit cultures have become embedded within everyday teaching practice.
In this book about communities of practice in the international, higher education sector, the authors articulate the theoretical foundations of communities of practice (CoPs), research into their application in higher education, leadership roles and how CoPs sustain and support professional learning.
In this edited collection, the authors pick up the communities of practice (CoP) approach of sharing practice in their reflection on the experience of taking their CoP vision from a dream to reality.
This book provides an overview of contemporary postgraduate research in Technology Education, bringing recent research on technology education to the attention of teachers so that they can use the findings to inform their practice, while also informing the education research community about studies being carried out in the field of Technology Education.
This book explores successful transition strategies to, within and from university for students from around the globe, with Macquarie University, a large Australian university, studied in depth.
Given the increasing speed of change and the information explosion around the world, this book draws attention to the practice of teaching for conceptual understanding, which has been heralded as an effective approach within many curriculum frameworks.
This book offers essential insights into Chinese Korean minority youth citizenship identity development during their high school and university education period out of their political socialization experience.
This book focuses on the interrelationship between international student connectedness and identity from transnational and transdisciplinary perspectives.
This book reflects the considerable appeal of the Anthropocene and the way it stimulates new discussions and ideas for reimagining sustainability and its place in education in these precarious times.
This book offers an accessible, practical and engaging guide that provides sample instructional activities supported by theoretical background information, with a focus on the nature of the instructional process in relation to several variables.
In this book we respond to a higher education environment that is on the verge of profound changes by imagining an evolving and agile problem-based learning ecology for learning.
This conceptually rich and empirically grounded book draws upon expertise from a panel of emerging and established international scholars to explore the institutionalization and effect of multicultural education on a global scale.
This book introduces a comprehensive RTP Model that reframes research to practice knowledge and inclusive education philosophy to promote the sustained use of research to promote and enhance meaningful education for all students.
There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context.
This book explores pedagogical concepts, metaphors and images of non-white, non-western researchers and research students on the inter/nationalization of education.
This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories.
This book examines how major Asian cities have enhanced their global competitiveness by transforming their higher education systems to equip their graduates with global competence.
This book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children's interactions and the co-production of knowledge in everyday communication.
This book shares the goal of the classic text How to Lie with Statistics, namely, preventing and correcting statistical misconceptions that are common among practitioners, though its focus is on the educational context.
This book offers insights into the relationship between nation-state and education by problematizing and analyzing the assumed straightforwardness of the role of education and schooling.
With the ninth edition of the four-yearly review of mathematics education research in Australasia, the Mathematics Education Research Group of Australasia (MERGA) discusses the Australasian research in mathematics education in the four years from 2012-2015.
The book mainly investigates the challenges that confront France's unique dual system of higher education in facing internationalization and the recruitment of international students.
This book charts the development of a whole-institution approach to university-community engagement at a modern Australian university, highlighting the pivotal role that curriculum renewal can play in organizational transformation.
These conference proceedings focus on "e;Assessment for Learning: Within and Beyond the Classroom"e; in recognition of the power of assessment for learning as a way of boosting student performance.
This book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times in teacher education research.
