The primary purpose of this book is to provide science teacher educators with exemplars of professional development programs designed to prepare school teachers to effectively help language learners in science classrooms simultaneously gain language proficiency and conceptual understanding.
This edited volume offers a crosscutting view of STEM and is comprised of work by scholars in science, technology, engineering, and mathematics education.
This book showcases the quality work that Latin American researchers have done on transition to school in Latin American countries by offering the English-speaking world, first-hand access to some Latin American transitions research, practices, and policies.
This volume discusses 14 different types of disasters and their implications on the social, emotional and academic development of young children, from birth through age eight.
This volume gives scholars and students a working knowledge of the procedures, challenges, and benefits of using photo methods in their ethnographic work through studies by researchers who are currently using it.
This book provides a global overview of developments and discussion around the evaluation of quality of early childhood education environments, and the professional development of early childhood teachers, during the last decade.
This book discusses how we can inspire today's youth to engage in challenging and productive discussions around the past, present and future role of animals in science education.
This book includes a range of empirical-based international contributions by the global community of teacher educators and related researchers on the Further Education/post-compulsory, vocational/occupational and lifelong learning sector.
This book brings together a compendium of the collaborative research from eight PhD students and three researchers, addressing an existing problem for teachers of students with additional learning needs in mainstream classes.
This edited book brings together chapters from diverse geographical and educational contexts to examine the question of transnationalism in English Language teacher education.
This volume is a forward-looking intersection of Sociological perspectives on mathematics classrooms and socio-political perspectives on mathematics education.
This book highlights recent developments in literacy research in science teaching and learning from countries such as Australia, Brazil, China, Finland, Germany, Hong Kong, New Zealand, Norway, Singapore, Spain, South Africa, Sweden, Taiwan, and the United States.
In this book, Raymond Duval shows how his theory of registers of semiotic representation can be used as a tool to analyze the cognitive processes through which students develop mathematical thinking.
This volume seeks to broaden current ideas about the role of critical thinking (CT) in biology and environmental education considering educational challenges in the post-truth era.
This textbook provides real world examples of how disciplinary literacy can incorporate gamified learning opportunities in elementary classrooms (grades K-5 or ages 5-11).
This compendium of examples of psychological concepts and phenomena is designed to make it easier for both novice and experienced teachers of psychology at all levels to bring new and/or particularly illuminating examples to their lectures and other presentations.
This book incorporates both practice-based information and research to underpin teachers' emotions in the teaching and learning settings of second language (L2) writing, in the Chinese tertiary educational context.
This book incorporates both practice-based information and research to underpin teachers' emotions in the teaching and learning settings of second language (L2) writing, in the Chinese tertiary educational context.
Drawing on research carried out in partnership with schoolteachers, school leaders, and student teachers, this book presents cutting-edge research on teacher education and how it can be used to catalyse the development of inclusive practice in mainstream schools and classrooms.
Questioning the construction of the 'native speaker' as an authority and ideal in language education, this book offers a critical and accessible engagement with research problematising notions of 'nativeness' while emphasising the interactional and ongoing nature of identity construction.
