This collection presents research-based interventions using existing knowledge to produce new pedagogies to teach evolution to learners more successfully, whether in schools or elsewhere.
This book provides tools to help pre-service teachers and teacher-preparation programs identify, evaluate, and respond to misaligned expectations early in the teacher-preparation sequence.
This book tackles the phenomenon of limited learning on campuses by approaching it from the point of view of the author, an educator who writes about the experience of being, simultaneously, a college student and a college professor.
This book shares insights drawn from the diverse voices of public school teachers, community outreach education workers, professors, writers, poets, artists, and musicians on suffering in school and the classroom.
This book demonstrates how the pedagogical decision making of university academics can be shaped by engagement with an educational philosophy known as "e;relationship-centred education"e;.
This book is about mathematics in physics education, the difficulties students have in learning physics, and the way in which mathematization can help to improve physics teaching and learning.
This book examines the history of formative assessment in the US and explores its potential for changing the landscape of teaching and learning to meet the needs of twenty-first century learners.
Italian critical theorist Giorgio Agamben may be best known for his political writings concerning the curtailing of privacy rights in the wake of 9/11 and the status of prisoners of war and refugees.
This practitioner-based book provides different approaches for reaching an increasing population in today's schools - English language learners (ELLs).
This unique book is an important source of information for all of those who educate future teachers and those who participate in teacher education as students, researchers, educators and policymakers.
This book seeks to understand how to internationalize curriculum without imperializing or imposing the old, colonial, and so-called first-world conceptualizations of education, teaching, and learning.
This book focuses on socio-cultural issues and the potential of using dioramas in museums to engage various audiences with - and in - contemporary debates and big issues, which society and the natural environment are facing, such as biodiversity loss.
This book presents the history of natural history dioramas in museums, their building and science learning aspects, as well as current developments and their place in the visitor experience.
Evaluative Practice in Learning, Design, and Technology provides learning, design, and technology stakeholders with comprehensive resources intended to support their engagement in evaluative activities.
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 argues that supporting a child's learning in primary school is more about nurturing their dispositions than continually assessing their performance.
For all STEM faculty, chairs, administrators, and faculty developers who work to support students' learning and thriving in STEM - especially those students who have felt unwelcome and unsupported in their past STEM experiences - this book offers sustainable strategies that are now being widely adopted to create inclusive environments in undergraduate STEM classes and programs.
This book presents the history of natural history dioramas in museums, their building and science learning aspects, as well as current developments and their place in the visitor experience.
Providing insights, ideas, strategies and compassion, this book offers a new way of looking at self-care for educators experiencing exhaustion and stress, or who may simply be feeling more tired than they should be.
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.
People undertake action learning work in small groups to tackle organisational and social problems and to learn from their experience of working together to bring about change.
This is a practical guide to designing, teaching, and coordinating service-learning courses, and for developing reciprocal community partnerships and community-based research through a lens of equity that addresses the endemic racial, social, economic, and environmental disparities across society.
An Instructor's Guide is both a philosophy text and personal workbook for anyone who identifies themselves as a teacher, educator, facilitator, caregiver, or parent who wants support in sustaining, maintaining, or improving their teaching practice.
This edited volume critically engages with the debate on teacher education systems in the BRICS countries (Brazil, Russia, India, China, and South Africa), considering the effects of contemporary globalisation processes on each differing geographic location.
The Relevance of the Humanities to the 21st Century Workplace provides a blueprint for higher education faculty, boards, presidents, senior leaders, parents, students, recent graduates, and other stakeholders.
Through inspiring stories illustrating the diverse application of coaching within Asian contexts, this data-rich volume dives into the theory and practice of Solution Focused coaching offering numerous tools and techniques that can be used immediately.
Consulting Students on Classroom Practice, 'Good' Teaching, and Teacher Performance is about the consultation of students on teaching and learning matters in schools, as part of typical school life as opposed to students being consulted as part of a project that includes some kind of external support.
Responding to a challenge posed by state and independent schools, Ian and Hilary Wigston launched a unique mentoring programme to transform women's leadership in education.
