Owning Your Project-Based Learning is a user-friendly, vividly illustrated guide designed to help undergraduate students and their instructors fully realize the power of project-based learning (PBL).
This book presents research on disabled children and young people in sport, physical activity and physical education settings using empirical data gathered either with or from disabled children and young people, centring their experiences and amplifying their voices, while decentralising non-disabled voices in research about them.
Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose of children's outdoor playful activity and the associated issues of pedagogy.
Drawing together the worlds of classroom practice, school leadership and scientific research, this is an essential how-to guide for initiating and maintaining a school improvement journey based on the science of learning.
As the demographics of college students in the United States continue to shift, researchers increasingly design studies that offer insight into students enrolled in higher and postsecondary education institutions.
Comparative Psychology and Educational Outcomes is designed to empower educators to lead with wisdom, strengthen their belief that all students can learn at high standards, and create a vision of excellence that becomes actionable, allowing us to be difference makers in the lives of all learners.
This edited volume explores how youth and informal sector workers in the Global South are pioneering learning and livelihoods that exist at the intersections of, and beyond, the boundaries of the state, market, and other formal institutions.
In an era where educational disparity poses a significant challenge, this book explores the transformative power of school-to-school collaboration through the development of the Education Group in China.
Drawing connections between the findings of a research project following young graduates from the Scottish islands of Orkney and Shetland, current international evidence, and theoretical literature, this book argues that understanding rural and island student transitions can expose the wider dynamics of place and mobility at play during student and early career experiences.
Returning Learning explores early school years teachers' perceptions of nature and how this informs their pedagogy through a posthuman theoretical framework.
This book provides insights into new developments and persistent traditions in Zen teacher training and education through the use of historical archival research and original interviews with living Zen Masters.
This book brings together a range of arts and development scholars and practitioners to explore the unique ways in which arts-based research methods can make a unique positive contribution to effective global development practice.
Language Conflict in Educational Settings: International Perspectives delves into the intriguing intersection of contact linguistics and education, a topic that has been relatively unexplored until now.
This book presents eleven contributions illustrating the main areas of research in French-speaking Europe in the field of environmental and sustainability education (ESE).
From an out-of-school perspective, the book studies private supplementary tutoring, also widely known as shadow education within the Chinese education landscape.
This edited collection highlights the diversity of perspectives within the broad field of intercultural education, focusing on education in modern multicultural societies, as well as exploring the role of migrant populations as modern citizens.
Exploring and Expanding Literacy Histories of the United States brings together new scholarship and critical perspectives hitherto missing from dominant narratives to offer a racially, ethnically, and linguistically diverse record of the history of American reading instruction.
This book analyses the global diffusion of key competencies-based education (CBE) as a "e;global education policy"e; (GEP), focusing on China's process of adoption and adaptation.
Since 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, education for development, and comparative and international education.
First published in 1977, Patterns of Education in the British Isles is the first modern discussion of the educational systems of the British Isles and the ways in which they influence each other.
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 Gender Politics: Contextualising Educational Disparities in Uncertain Times showcases contemporary thinking on pressing aspects of gender equalities, such as patriarchal culture, sexual harassment, trans rights, queer pedagogies, and sex education in various educational settings and international contexts.
Applying an asset-based approach, Multimodal Funds of Knowledge in Literacy prepares educators to teach and support diverse students and their families as they negotiate multimodal aspects of literacy learning.
This seminal volume delves into some of the doctoral research and pedagogical experiences within an African higher education context, making a case for the transformative potential of education and the integration of African indigenous philosophies into global educational practices.
This core text, now in its second edition, provides an easy-to-read, comprehensive introduction to educational research that will develop your understanding of research strategies, theories and methods, giving you the confidence and enthusiasm to discuss and write about your research effectively.
This book offers an in-depth exploration of explainable learner models, presenting theoretical foundations and practical applications in the context of educational AI.
Thinking with language as a complex practice for educators, advocates, and researchers in early childhood education is a necessary gesture for countering the anti-intellectualism that designates early childhood education as a service providing custodial care.
Historical Consciousness and Practical Life introduces a novel approach to examining how people construct and employ historical knowledge in their daily lives.
Transformative L2 Teacher Education Innovations features empirical research studies informed by Vygotskian Sociocultural Theory (VSCT) that are explicitly and intentionally designed to transform second language (L2) teacher reasoning and thinking, as well as L2 teaching practices and pedagogical choices.
