This book explores a range of challenges teachers face in dealing with situations of disadvantage, and explores different ways of thinking about these situations.
Thisbook will enable teachers and managers in the post-compulsory sector to considera range of approaches to embed Education for Sustainable Development (ESD) intheir practice in the post-compulsory sector.
This book explores the topic of teacher cognition, making use of sociocultural theory as a framework to understand what teachers know, think, believe and do in their professional contexts through 'applied' conversation analysis.
Advocating an argument-based approach, Blended Language Program Evaluation presents a framework for planning, conducting, and appraising evaluation of blended language learning across three institutional levels, and demonstrates its utility and application in four case studies carried out in diverse international contexts.
This book describes current practices in science communication, from citizen science to Twitter storms, and celebrates this diversity through case studies and examples.
This book suggests how the internationalisation of teaching and learning for sustainability can be a vehicle for a two-way flow of knowledge across national, cultural and theoretical boundaries.
This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach-in any type of program-can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources.
Technology and Workplace Skills for the Twenty-First Century examines many of the rapid changes taking place at the intersection of workplace demands and higher education throughout the Asia Pacific region.
Contributors argue that the key to innovative teaching and scholarship lies in institutional support for the contingent labor force, and they encourage contingent faculty to organize self-mentoring groups, create venues for learning/disseminating their experiences and findings, and connect scholarship to service and teaching in novel ways.
Sarnikar cites evidence of frequent misconceptions of economics amongst students, graduates, and even some economists, and argues that behavioral economists are uniquely qualified to investigate causes of poor learning in economics.
This edited volume is both a guide for educators and a resource for everyone who wants to strengthen resistance against a major atrocity that besieges human development.
There is a great variety of sex and relationship education in the global North and South and this book draws together the global perspectives and debates on this key topic.
Based on a large-scale international study of teachers in Los Angeles, Chicago, Ontario, and New York, this book illustrates the ways increased use of high-stakes standardized testing is fundamentally changing education in the US and Canada with a negative overall impact on the way teachers teach and students learn.
Teaching Stephen King critically examines the works of Stephen King and several ways King can be incorporated into the high school and college classroom.
This edited book gathers seven established art educators-educator artists who address art education from the philosophical position of Deleuze and Guattari.
This book examines differing classroom pedagogies in two early childhood programs serving vulnerable populations in Chicago, one program Reggio Emilia-inspired, while the other uses a more didactic pedagogy.
Implementing and Researching Technological Innovation in Language Teaching takes a case study approach to investigate the integration of the interactive whiteboard (IWB) into the teaching of English as a Foreign Language (EFL) in French schools.
Exploring a range of educational developments and practices in different national contexts in Australia, Canada and Switzerland, this book analyses the effectiveness of such initiatives.
For the education system to remain responsive to the needs and demands of its multiple stakeholders it must embrace the innovation and research produced by contemporary technology.
This collection indicates how research on teaching and learning from multiple scientific disciplines such as educational science and psychology can be successfully pursued by a co-operation between researchers and school teachers.
In Knowing and Learning as Creative Action, Aaron Stoller makes the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of reality, which are contained in the epistemological proposition: 'S knows that p' (SP).
The book addresses the issue of native-speakerism, an ideology based on the assumption that 'native speakers' of English have a special claim to the language itself, through critical qualitative studies of the lived experiences of practising teachers and students in a range of scenarios.
This edited volume offers a series of state-of-the-art conceptual papers and empirical research studies which consider how contextual factors at multiple levels dynamically interact with individuals to influence how they go about the complex business of learning and using a second language.
Digital Online Culture, Identity and Schooling in the Twenty-First Century provides a cultural, ideological critique of identity construction in the context of virtualization.
The chapters in this volume outline and discuss examples of teacher educators in diverse global contexts who have provided successful self-initiated innovations for their teacher learners.
Writing for educators and education leaders, Cunningham shows that combining a philosophy of pragmatism with thinking about education as systems can illuminate challenges in contemporary schooling and provide practical solutions for creating a democratic education.
A rich, comparative case study systematically exploring two program approaches for preparing teachers of color, Gist's work explores culturally responsive pedagogy as a strategy for organizing teacher education.
When moving towards teaching online, teachers are confronted every day with issues such as online moderation, establishing social presence online, transitioning learners to online environments, giving feedback online.
More publication by contingent faculty, Guglielmo and Gaillet contend, enriches and deepens both the scholarly conversation and individual faculty's work as teacher-scholars.
This book explores the phenomena of believing (or giving personal meanings), acting, and identifying (or identity construction), and the interconnectedness of these phenomena in the learning and teaching of English and other foreign languages.
Using auto-ethnography, Taieb narrates the journey of developing a educational philosophy from and for the Kayble of Algeria and undertakes to write the sociological foundations of an Kayble education system.
This book examines this contested relationship between assessment and autonomy from a number of perspectives in a variety of Higher Education language-learning contexts in Europe and the Far East.
Literacy is arguably the most important goal of schooling as, to a large extent, it determines young children's educational and life chances and is fundamental in achieving social justice.
This book seeks to help teachers teach listening in a more principled way by presenting what is known from research, exploring teachers' beliefs and practices, examining textbook materials, and offering practical activities for improving second language listening.
