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.
Through ten research projects, this book explores the topic of educational learning and development in order to examine issues that are impacting, either positively or negatively, on current research in this area.
Drawing on developments in cognitive science, Bracher formulates pedagogical strategies for teaching literature in ways that develop students' cognitive capabilities for cosmopolitanism, the pursuit of global equality and justice.
This book uses psychological theories and learning processes, such as Problem Based Learning (PBL), to provide a new approach for teaching psychology at an undergraduate level and prevent diminishing motivation.
This Critical Perspectives on Language Teaching Materials brings together a collection of critical voices on the subject of language teaching materials for use in English, French, Spanish, German and Content and Language Integrated Learning (CLIL) classrooms.
Marshall Gregory argues that teachers at the university and high school levels can achieve teaching excellence by grounding their teaching in pedagogical theory that takes into account students' abilities and the ultimate goals of teaching: to develop students' capacities for thought, reflection, questioning, and engagement to their fullest extent.
Emerging Perspectives on Disability Studies brings together up-and-coming scholars whose works expand disability studies into new interdisciplinary contexts.
Teacher research is recognized, in ELT and education more generally, as a powerful transformative strategy for teacher development and school improvement.
Education is generally supposed to help learners to develop new capacities and to be able to apply them in work and life - yet we still know very little about how to build useful capacities.
This is the first investigation of the roles of autobiography in teacher education to be informed by concepts and examples from China, Europe, and North and South America.
The State of Developmental Education is the first book to provide a thorough, comparative picture of how developmental education is carried out at higher education institutions and investigate how different state-level policies and priorities change the availability, types, and quality of developmental education available.
This book gathers together 11 empirical-based studies of classroom interaction carried out in different countries, including the USA, England, Kenya, Sweden, and China.
This book explores the issues and concerns many language teachers have in not just helping able students to learn a foreign or second language but more importantly how to get reluctant learners to become interested in language learning.
Creative Cross-Disciplinary Entrepreneurship responds to educational demands created through dramatic changes in the nature of business, by describing how to develop a cross-disciplinary curriculum in Entrepreneurship that further increases students' knowledge base in specific areas of interest and the development of an 'entrepreneurial mindset.
Presenting a thoughtful justification for the left in American education, Donald Lazere argues that to teach students rhetoric and critical thinking, key components of a humanist education, educators must discuss and teach students to grapple with the conservative bias in academia, the media, and politics that is considered to be the status quo.
Teaching and Learning Signed Languages examines current practices, contexts, and the research nexus in the teaching and learning of signed languages, offering a contemporary, international survey of innovations in this field.
Reflective Practice in ESL Teacher Development Groups discusses the concept of reflective practice in ESL teachers using data from a 3-year collaborative partnership in which three ESL teachers in Canada explored their professional development through reflective practice.
An edited collection whose contributors analyze the relationship between writing, learning, and video games/videogaming, these essays consist of academic essays from writing and rhetoric teacher-scholars, who theorize, and contextualize how computer/video games enrich writing practices within and beyond the classroom and the teaching of writing.
O'Donoghue's book, which is written as a traditional historical narrative, while also utilizing a comparative approach, is concerned with the life of Catholic religious teaching brothers across the English-speaking world, especially for the period 1891 to 1965, which was the heyday of the religious orders.
Showcasing a wide array of recent, innovative and original research into Shakespeare and learning in Australasia and beyond, this volume argues the value of the 'local' and provides transferable and adaptable models of educational theory and practice.
This book discusses changes to student teacher education globally and in the UK, exploring how student teachers learn through school teaching practices and ideas for developing and maximizing learning opportunities in school-based student teacher education.
Explains how the study of poetry, by providing experiences similar to those produced by poetry therapy, can help students discover themselves and develop their potential to effect change in the world.
As the end of the century draws closer, one of the most pressing challenges facing educators in the United States is the specter of an 'ethnic and cultural war' - a code phrase that engenders our society's licentiousness toward racism.
This essential companion for lecturers and study skills advisors alike sets study skills teaching in context and outlines positive environments to enhance student skills.
By focusing on children and adults with disabilities, each contributor offers critical research which challenges the non-transferable divide between us and them , encouraging art teachers, therapists, critics, and general readers alike to uncover their biases regarding the nature of art and education.
In Action Research Methods, the authors acknowledge that the methodology component is where most of the struggle and confusion lies with students in research methods courses.
Offering an overview of the Master's in Literacy program at Hunter College, the authors share its special features including parental and familial involvement, and presents six profiles of struggling readers and successful intervention strategies.
