This book provides an international perspective of current work aimed at both clarifying the theoretical foundations for the use of multimodal representations as a part of effective science education pedagogy and the pragmatic application of research findings to actual classroom settings.
This volume contains a unique compilation of research and reflections representing multiple vantage points stemming from different parts of the world that can help science educators and teacher educators in finding ways to meaningfully and purposefully embed sustainability into teaching and learning.
This book presents innovations in teaching and learning science, novel approaches to science curriculum, cultural and contextual factors in promoting science education and improving the standard and achievement of students in East Asian countries.
This book re examines the role of arts integration in the preschool and primary school curricula, arguing for the creation of an educational environment where children can process every taught subject as an aesthetic stimulus.
This volume contributes to debates about the teaching profession by reviewing international and national reports on its status, as well as on reforms of various education systems.
This volume draws on the ecojustice, citizen science and youth activism literature base in science education and applies the ideas to situated tensions as they are either analyzed theoretically or praxiologically within science education pedagogy.
This book offers insight into the spread and impact of English language education in China within China's broader educational, social, economic and political changes.
This book presents narratives of eminent social justice educators, which provide a window into why these educators have made it their mission to educate for attainment of social justice; it succinctly defines what social justice education is and what it is not.
This volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought, English as an International Language (EIL).
In this in-depth examination of self-study as a research methodology, an international selection of physical education scholars share their ideas and experiences and consider the value of self-study as a vector for highlighting the emerging conflicts, dilemmas, and debates currently developing in teaching and teacher education pedagogies.
This book surveys and examines different approaches and practices that contribute to the changes in mathematics instruction, including (1) innovative approaches that bring direct changes in classroom instructional practices, (2) curriculum reforms that introduce changes in content and requirements in classroom instruction, and (3) approaches in mathematics teacher education that aim to improve teachers' expertise and practices.
The effectiveness of Education for Sustainable Development depends on the ability of schools and teachers to embrace pedagogies that reduce the gap between the rhetoric of education for the environment and the reality of classroom practices.
This book provides a research-based guide to using ePortfolios to develop critically reflective teachers capable of transformative learning for educational equity.
In a knowledge-based society, research into fundamental physics plays a vital role not only in the enhancement of human knowledge but also in the development of new technology that affects everyday life.
This book is a collection of leading international authors in the field of music education taking the concept of 'craft' as a starting point to deconstruct and reconstruct their understanding of the practices and theories of music education.
This book examines new trends and developments in research related to the mathematical education of pre-service elementary teachers, and explores the implications of these research advances for theory and practice in teacher education.
This book is a guide to help teachers, parents, guidance counselors and other stakeholders understand the importance of intervention for gifted children and to become an advocate for those individuals who are developmentally advanced.
Für einen strukturierten, die Schülerinnen und Schüler kognitiv aktivierenden und konstruktiv unterstützenden Fachunterricht ist nicht nur fachliches, fachdidaktisches und pädagogisch-psychologisches Wissen nötig.
Für einen strukturierten, die Schülerinnen und Schüler kognitiv aktivierenden und konstruktiv unterstützenden Fachunterricht ist nicht nur fachliches, fachdidaktisches und pädagogisch-psychologisches Wissen nötig.
This book documents ongoing research and theorizing in the sub-field of mathematics education devoted to the teaching and learning of mathematical modelling and applications.
This book advocates that teachers should play an active role in high-stakes language testing and that more weight should be given to teacher judgement.
Using a capability approach as an analytical framework, this timely volume examines how access to higher education, enabled through private universities, can transform students' lives and contribute to human development in low-income countries in the Global South.
This book brings together the current theory, research and practical perspectives from different parts of the world on language teacher identity in an attempt to better understand the nature of identities teachers in different contexts develop.
This book brings together an international group of authors to discuss the outdoor environmental education (OEE) theory and practice that educators can use to support teaching and learning in higher education.
People who don't know theatre may think the only creative artist in the field is the playwright--with actors, directors, and designers mere "e;interpreters"e; of the dramatist's vision.
This contributed volume is an exciting product of the 22nd MAVI conference, which presents cutting-edge research on affective issues in teaching and learning math.
This book addresses what teachers and school leaders from a dozen countries see as the social and emotional strengths, interests and needs of adolescents in their schools and communities; how they innovate their programs and practices to respond to their students' lives.
This book addressed teachers' necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature.
