This volume investigates ideological and hegemonic practices in globally and locally written English as a Foreign Language (EFL) textbooks, and explores whether these textbooks reflect the values, beliefs and norms of the native-speaker society by examining their ideological components and the hegemonic practices by means of which the source society or state seeks to influence learners of the language.
This volume highlights the contributions of tutors and their pedagogies to the field of education, focusing on the lived-experiences of tutors in alternative education programs in New Zealand.
This book explores the emerging trends and patterns in online student evaluations of teaching and how online reviews have transformed the teacher-student relationship as developments in technology have altered consumer behaviors.
This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning.
Written by leading experts in the field of TESOL, this book explores the literature on various topic areas and demonstrates how teachers can increase their levels of professionalism by acquiring some general and field-specific strategies.
This book explores the development of educational leadership within difficult contexts via the lens of a previously failing English secondary school in an area of urban poverty.
This book brings readers into classrooms and communities to explore critical curriculum issues in the United States throughout the twentieth century by focusing in on the voices of teachers, administrators, students, and families.
This book proposes a method to evaluate the work of teachers acting in a very specific educational context: graduate programs at higher education institutions.
The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research.
Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom.
This edited book examines modern foreign language teachers who research their own and others' experiences of identity construction in the context of living and teaching in UK institutions, primarily in the Higher Education sector.
This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum.
This edited volume brings together diverse thinkers and practitioners from the field of teaching and teacher education as it pertains to educational development in South Asia.
Against the backdrop of a historical debate between science and philosophy with regard to the nature of time, this book argues that our commonsense understanding of time is inadequate-especially for education.
This book examines the push and pull of factors contributing to and constraining conversion of STEM (science, technology, engineering and math) education programs into STEAM (science, technology, engineering, math and arts) education programs.
This book was inspired by the inaugural National Roundtable on Environmental and Sustainability Education in Canadian Faculties of Education (Roundtable 2016), which took place June 14-16, 2016, at Trent University in Peterborough, Ontario.
This edited book examines how teacher education utilises international immersion and field teaching (or service-learning) experience to develop teachers' global, multilingual and intercultural competencies, in preparation for entering today's culturally and linguistically diverse classrooms.
Drawing on the author's lifelong practice in the non-competitive and defensive Japanese art of Aikido, this book examines education as self-cultivation, from a Japanese philosophy (e.
Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom.
This is the first volume addressing the importance of teaching quality of life theory and methodology in different domains: social sciences, philosophy, sociology, political science, marketing, education, urbanism, statistics, economics, online learning, public health, sports, and constraint contexts in terms of their relationship with the Capability Approach.
This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children's mathematical thinking, and community and family knowledge in mathematics instruction - or what we have come to call children's multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity.
Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice.
This book presents an innovative method to investigate the history of mathematics education using oral narratives to study different aspects related to the teaching and learning of mathematics.
This book provides a wide spectrum of research on young children's humor and illuminates the depth and complexity of humor development in children from birth through age 8 and beyond.
