Establishing a theoretical framework for Arts-based Environmental Education (AEE) and narrative pedagogy, this seminal volume lays the groundwork for understanding the potential of art, education, and aesthetic expressions to address environmental issues head-on.
Learning Designers in Context examines learning design across professional sectors, local cultures, and geographic regions in the Global South, addressing the ways in which practitioners effectively draw on the knowledge, skills, and resources available to them.
Learning Designers in Context examines learning design across professional sectors, local cultures, and geographic regions in the Global South, addressing the ways in which practitioners effectively draw on the knowledge, skills, and resources available to them.
First published in 1987, Educating for a Computer Age examines the evolving role of teachers in a rapidly changing society, offering insights and guidelines for future action.
Technology has immense potential to advance medical and health education and medical practice and to greatly improve the experiences of learners and service receivers.
This volume explores emergent practices in higher education pedagogy that use the arts, new materialisms, posthumanisms, and radical pedagogies to intra-actively reconfigure approaches to transdisciplinary learning and teaching.
Quechua, with nearly ten million speakers living primarily across the Andes, stands as the most widely spoken Indigenous language of the Americas today.
The world is periodically consumed by violence, in recent years by the Russian invasion of Ukraine, Hamas' October 7th terrorism in Israel, and by the genocide of Palestinians in Gaza by Israelis in response.
Establishing a theoretical framework for Arts-based Environmental Education (AEE) and narrative pedagogy, this seminal volume lays the groundwork for understanding the potential of art, education, and aesthetic expressions to address environmental issues head-on.
The world is periodically consumed by violence, in recent years by the Russian invasion of Ukraine, Hamas' October 7th terrorism in Israel, and by the genocide of Palestinians in Gaza by Israelis in response.
Throughout history, silences have been an inherent process of historical production - privileged narratives masquerade as definitive history, and those deemed less worthy are mute (Trouillot, 1995).
The purpose of this book is to reach out to teachers, parents, coaches, and students who may be hoping to, or just investigating the possibility of, how to get started with robotics.
The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order.
The mission of the book series, Research in Science Education, is to provide a comprehensive view of current and emerging knowledge, research strategies, and policy in specific professional fields of science education.
Taken together, these authors explore the many and varied challenges faced by teacher educators generally, and social studies teacher educators specifically.
Through the chapters in this volume we learn about the research foci and/ or questions that these classroom teachers are interested in examining, the mathematics content through which they engaged their students in these explorations, the data sources they used to make sense of their focus and questions, and their roles in the research.
The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing.
As the first volume in a series sponsored by SIG-Research on the Education of Asian and Pacific Americans of the American educational Research Association and California Association for Asian and Pacific American Education, this book sheds important light on the educational needs of Asian and Pacific American students in k- college.
This book is a valuable one for teacher educators and teacher education programs in the United States and Europe, since it is organized around numerous data sources.
Working with Mixed Heritage Students offers a collection of writings that bridges the social science and educational literature related to mixed heritage identity development and schooling in diverse contexts.
Language and culture play a critical role in the teaching of mathematics and this role intensifies when considering the teaching of mathematics in dual language classrooms.
Language and culture play a critical role in the teaching of mathematics and this role intensifies when considering the teaching of mathematics in dual language classrooms.
This volume fills a significant gap in the scholarship on social studies education by providing thoughtful reflections on research methods in the field.
Most of the 12 articles are from a 1992 double issue of Linguistics and Education devoted to intertextuality--the notion that texts influence each other.
This book introduces pre-service and in-service foreign language teachers to the basic concepts of critical educational study as applied to the sociological position occupied by foreign language education in the United States.
This volume represents a detailed analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005.
This book addresses the expectations toward the science standards of various stakeholders including students, parents, teachers, administrators, higher education science and science education faculty members, politicians, governmental and professional agencies, and the business community.
This book is divided into seven chapters including: a broad overview of mathematical cognition; development of mathematical cognition; working memory, automaticity and mathematical problem solving; mathematical problem solving; and methematical learning disabilities.
This volume was written primarily for teachers who have developed (or who are being encouraged to develop) an awareness of and commitment to teaching mathematics for understanding.
