This highly practical resource book presents ways in which teachers can help to develop children's problem-solving and thinking skills through a range of exciting science topics.
Drawing from an array of international scholars' practical experiences, Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts demonstrates how to conduct collaborative cross-cultural research and investigates the field's nuances and dilemmas.
Transforming Teacher Education with Mobile Technologies provides an international, comparative overview of current thinking and research in the field of mobile learning and teaching/teacher education, with case studies from Australia, Germany, Ireland, Norway, Sweden, Turkey and the United Kingdom.
Student and novice researchers may have a general idea for a topic they would like to research, but have a difficult time settling on a more specific topic and its associated research questions.
Over the last forty years, the International Journal of Lifelong Education has become a global leader in the field of research on adult education and lifelong learning.
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 invaluable new text on ICT offers support, guidance and inspiration to anyone training to teach or currently teaching in primary schools, as well as those studying Education Studies at undergraduate or postgraduate level.
With the Common Core State Standards emphasizing listening and speaking across the curriculum, these long-neglected language arts are regaining a place in schools.
Supporting Change in Autism Services explores the theoretical and practical dimensions of improving service provision for children, young people and adults with autism.
The Confident Teacher offers a practical, step-by-step guide to developing the habits, characteristics and pedagogy that will enable you to do the best job possible.
Focused on engaging all students, Inclusive Teaching in the Early Childhood Science Classroom walks readers through the process of planning, developing, and implementing science instruction for early learners.
Peer Relationships in Classroom Management offers pragmatic, empirically validated guidance to teachers in training on issues pertaining to students' interpersonal relationships.
This volume aims to reveal how Dewey's notion of the religious-understood as faith in the human relational condition-offers a way to think differently about the aims and purposes of education.
Elusive Justice addresses how educators think about and act upon, differences in schools - be they based on race, gender, class, or disability - and how discourse and practice about such differences are intimately bound up with educational justice.
This book, edited by experienced scholars in the field, brings together a diverse array of educators to showcase lessons, activities, and instructional strategies that advance inquiry-oriented global learning.
Documenting the collaborative work of staff at the University of Texas Rio Grande Valley over the course of several years, this text explores the many ways in which teachers and faculty must engage with the institutional designation of Hispanic-Serving Institution (HSI).
An acknowledged challenge for humanitarian democratic education is its perceived lack of philosophical and theoretical foundation, often resulting in peripheral academic status and reduced prestige.
Early Childhood Education and Care in a Global Pandemic is a book that highlights how the international early childhood education and care sector responded to the global COVID-19 pandemic.
Grounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts.
This book presents the main research veins developed within the framework of the Anthropological Theory of the Didactic (ATD), a paradigm that originated in French didactics of mathematics.
This book presents the results of a four-year, National Science Foundation-funded project that engaged nine high school biology teachers at three public high schools in long-term, on-site professional development program centered on a learning progression.
Assessment is the daily life of a teacher; designing plans, setting questions, giving feedback and grading are all activities that teachers undertake on a regular basis.
Challenging the current state of public education and teacher preparation, this book argues for a re-imagination of teacher education through a critical feminist and critical education perspective.
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 volume provides an in-depth, comparative examination of how primary mathematics education is influenced by national education reform, policy, local resources, and culture in three different countries.
This series in teacher education, Self-study of Teacher Education Practices (S-STEP), is designed to capture and portray a range of approaches to se- study of teaching and teacher education practices.
This book documents the "e;brave new world"e; of teacher, administrator, school, and student accountability that has swept across the United States in recent years.
Current educational reforms have given rise to various types of "e;educational Taylorism,"e; which encourage the creation of efficiency models in pursuit of a unified way to teach.
