Teacher training

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.

This book highlights the difficulties that women working as managers and leaders in initial teacher education face.

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 book demonstrates how foreign language textbook analysis can inform future materials development to improve foreign language teaching.

A common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional.

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.

How should a teacher be taught?

This edited book gathers seven established art educators-educator artists who address art education from the philosophical position of Deleuze and Guattari.

Youth Work, Early Education, and Psychology re-examines the set of relations generally referred to as working with children and youth.

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.

What do we mean when we talk about 'queer teachers'?

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.

This collection brings together the research of an eclectic mix of leading names in home-based education studies worldwide.

This book examines how literary texts can be incorporated into teaching practices in an EFL classroom.

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.

Educators and education policy has increasingly acknowledged the value of creativity and creative approaches to education in particular.

Entrepreneurship is widely embraced today in political discourse, popular culture, and economic policy prescriptions.

How important is it to be a reflective practitioner in education today?

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.

Holocaust education is a rapidly evolving and controversial field.

The worldwide appearance and expression of adult education and lifelong learning have changed significantly during the past 20 years.

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.