Leading faculty members in educational psychology, who are expert classroom teachers, describe inherent difficulties encountered when teaching different subject matter in educational psychology to diverse populations of students, including undergraduate teacher candidates, psychology and child development majors, and graduate students in education and psychology.
There is much variability with regard to the type, depth and effectiveness of training teachers receive in understanding and meeting the needs of English language learners (ELLs) in public schools across the country, yet the rise in the number of learners has been substantial.
Learning the Left examines the ways in which young people and adults learned (and continue to learn) the tenets of liberal politics in the United States through the popular media and the arts from the turn of the twentieth century to the present.
Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world.
The significance that practitioners are placing on the use of multilevel models is undeniable as researchers want to both accurately partition variance stemming from complex sampling designs and understand relations within and between variables describing the hierarchical levels of these nested data structures.
The global networking promoted by technology, globalization and migration that are occurring at a large scale, requires school systems that develop in the students new types of skills, based on the ability to understand the world and its problems and instill a sense of responsibility and cooperation to enhance the resolution of the great problems of mankind.
This text highlights partnerships between schools and teacher preparation programs where candidates have opportunities to learn in their coursework alongside teachers in the classroom in clinical settings, bridging the theory-practice divide and helping candidates better understand the simultaneous and multi-dimensional nature of teaching and learning in schools.
Ademas disponible en ingles: Rethinking Education for a Global, Transcultural WorldRepensar la educacion es esencial en un mundo, global, transcultural, cambiante y comunicado.
Project-Based Learning; it's a term that most educators have heard and probably have heard good things about, Often, though, they aren't quite sure precisely what its defining characteristics are other than involving students in projects that are supposed to somehow result in their learning things of value.
The significance that practitioners are placing on the use of multilevel models is undeniable as researchers want to both accurately partition variance stemming from complex sampling designs and understand relations within and between variables describing the hierarchical levels of these nested data structures.
Education and the politics of time: temporal governance in teaching and learning explores how time—its organization, regulation, and lived experience—structures education across diverse contexts.
Epistemologies of Ignorance provide educators a distinct epistemological view on questions of marginalization, oppression, relations of power and dominance, difference, philosophy, and even death among our youth.
This book takes stories of learning relationships from popular films, television programmes and literature, and uses them as a catalyst for beginners and experts alike to reflect critically on their own mentoring and coaching practice.
Rethinking the Education Doctorate so that practitioner knowledge is at the center of programmatic concern in teacher education raises provocative education policy/practice considerations.
Focusing on parent involvement in children's education in the USA, this volume covers such topics as: government support; parent-school communication; parent-child literacy projects; preparation for teachers; and parent centres.
This volume on teaching small classes is divided into the sections: lessons learned about best teaching practices in small classes; implementing and supporting small class programmes; evaluating small class initiatives; and teachers voices.
(Sponsored by the Middle Level Education Research SIG and the National Middle School Association)The Young Adolescent and the Middle School focuses on issues related to the nature of young adolescence and the intersection of young adolescence with middle level schooling.
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.
This volume covers topics including: A New Theoretical Framework for Education, University Curriculum Reforms and Curriculum and Teaching in an Age of School Reform
This volume is the seventh in the Advances in Service-Learning Research series, and presents a collection of papers selected from those presented at the Sixth International Service-learning Research, hosted by Portland State University in Portland, Oregon in October 2006.
This book will examine mentoring from a global perspective in an effort to discover the commonalties and differences, not only in diverse fields of practice, but across a wide range of contextual Place your subscription or standing order today!
Two major real-world problems prompted this study: maintaining the Catholic identity of the Catholic schools, and increasing interest in character education.
The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge.
The volume 3 of this series is designed to present educators with current research and emerging issues in teaching, learning and motivation in a multicultural context.
This publication features Hiatt-Michael's research and practice during thirty-four years as Professor of Education at the Graduate School of Education and Psychology, Pepperdine University.
This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives.
Comprises three sections: emerging models for connecting community services reform; the impact of school- and community-based interventions and children's learning and development; and state and federal policies for building partnerships to improve outcomes for children and families.
